Critical Race Theory for Speech-Language Pathology

2021 ◽  
pp. 84-104
Author(s):  
Chelsea Privette
Keyword(s):  
Critical Race Theory ◽  
Language Ideology ◽  
Theory Approach ◽  
Critical Race ◽  
Speech Language Pathology ◽  
Race Theory ◽  
Structural Racism ◽  
Communities Of Color ◽  
Language Pathology ◽  
Systems Of Domination

Race has yet to be discussed as a significant factor in the field of speech-language pathology. Race is often conflated with nonmainstream dialects and discussed in purely linguistic terms. However, the terms we use to describe dialects are highly racialized, centering white mainstream norms and treating nonmainstream varieties of English as “different” and, therefore, inferior. Hierarchical thinking about language contributes to the misdiagnosis in Black and other communities of color because racialized language ideologies have been left unstated. This chapter demonstrates through a critical race theory approach how structural racism shapes the field's conceptualization of language and competence. Using an intersectional lens in particular, this chapter discusses race, disability, and language ideology as systems of domination that compound the effects of racism for communities of color. CRT is then used to reveal, critique, and intervene on the historically embedded racist structures that continue to manifest in speech-language pathology research, teaching, and practice today.

scholarly journals Teach For America’s long arc: A critical race theory textual analysis of Wendy Kopp’s works

2016 ◽  
Vol 24 ◽  
pp. 14 ◽  
Author(s):  
Michael Barnes ◽  
Emily Germain ◽  
Angela Valenzuela
Keyword(s):  
Critical Race Theory ◽  
Culturally Relevant Pedagogy ◽  
Textual Analysis ◽  
Teach For America ◽  
Critical Race ◽  
Race Theory ◽  
Communities Of Color ◽  
Neoliberal Ideology ◽  
Relevant Pedagogy ◽  
Insight Into

We read and analyzed 165,000 words and uncover a series of counter-stories buried within a textual corpus, authored by Teach For America (TFA) founder Wendy Kopp (Kopp, 1989, 2001; Kopp & Farr, 2011), that offers insight into the forms of racism endemic to Teach For America. All three counter-stories align with a critical race theory (CRT) framework.  Specifically, we answer the following questions:  What evidence of institutional and epistemological racism is exposed by a CRT textual analysis of TFA’s founding document and later works by Wendy Kopp?  To what extent has TFA appropriated the language of culturally relevant pedagogy, while advancing an uninterrogated neoliberal ideology? And, to what extent does TFA’s contribution to a “culture of achievement” (Kopp & Farr, 2011) constitute an actual “poverty of culture” (Ladson-Billings, 2006a) that enacts real harms on communities of color? 

The Illusion of Inclusion: A Critical Race Theory Textual Analysis of Race and Standards

2012 ◽  
Vol 82 (3) ◽  
pp. 403-424 ◽  
Author(s):  
Julian Vasquez Heilig ◽  
Keffrelyn Brown ◽  
Anthony Brown
Keyword(s):  
Critical Race Theory ◽  
Social Studies ◽  
Textual Analysis ◽  
Critical Race ◽  
Race Theory ◽  
Communities Of Color ◽  
Close Textual Analysis ◽  
Insight Into

In this article, Julian Vasquez Heilig, Keffrelyn Brown, and Anthony Brown offer findings from a close textual analysis of how the Texas social studies standards address race, racism, and communities of color. Using the lens of critical race theory, the authors uncover the sometimes subtle ways that the standards can appear to adequately address race while at the same time marginalizing it—the “illusion of inclusion.” Their study offers insight into the mechanisms of marginalization in standards and a model of how to closely analyze such standards, which, the authors argue, is increasingly important as the standards and accountability movements continue to grow in influence.

Critical Race Theory

2016 ◽  
Author(s):  
Paula Groves Price
Keyword(s):  
Critical Race Theory ◽  
Knowledge Production ◽  
Racial Inequality ◽  
Educational Inequality ◽  
Critical Race ◽  
Race Theory ◽  
Structural Racism ◽  
Forthcoming Article ◽  
Policy Makers ◽  
Policies And Practices

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article. Race has historically been, and continues to be, a significant issue in all aspects of American society. In the field of education, racial inequality is prominent in the areas of access, opportunity, and outcomes. Critical Race Theory (CRT) is a framework that offers researchers, practitioners, and policy-makers a race-conscious approach to understanding educational inequality and structural racism to find solutions that lead to greater justice. Placing race at the center of analysis, Critical Race Theory scholars interrogate policies and practices that are taken for granted to uncover the overt and covert ways that racist ideologies, structures, and institutions create and maintain racial inequality. In the field of education, CRT is a helpful tool for analyzing policy issues such as school funding, segregation, language policies, discipline policies, and testing and accountability policies. It is also helpful for critically examining the larger issues of epistemology and knowledge production, which are reflected in curriculum and pedagogy. As education is one of the major institutions of knowledge production and dissemination, CRT scholars often push the field to critically examine the master or dominant narratives reproduced in schools and the counter-narratives that are silenced. CRT is a theoretical framework that provides education researchers, policy makers, and practitioners with critical lenses to deconstruct oppressive policies and practices and to construct more emancipatory systems for racial equity and justice.

scholarly journals Disengaging Whiteness and Examining Power in Campus Activism: Reuniting Communities of Color Through a Critical Race Analysis of Tempered Radicalism

JCSCORE ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 36-65 ◽  
Author(s):  
Veronica A. Jones ◽  
Dian Squire
Keyword(s):  
Critical Race Theory ◽  
Critical Race ◽  
History Of Higher Education ◽  
White Supremacist ◽  
Race Theory ◽  
Communities Of Color ◽  
History Of ◽  
Faculty And Staff ◽  
Nuanced Understanding ◽  
Race Analysis

This manuscript provides a nuanced understanding of the heterogeneity of faculty and staff of color activism in the context of a racialized and racist university structure. Through the deployment of Critical Race Theory, and the couching of activism within a foundational white supremacist history of higher education, the authors are then able to repair discord between students who often see faculty and staff of color as complacent within their institutions. These critiques often do not take into consideration how racism constricts faculty and staff of color action and also comes with classist assumptions via an insinuation that all faculty and staff of color can risk loss of job as a result of activism. Moreover, an intersectional lens is not always considered in activism literature. At the same time, the authors argued that faculty and staff of color, particularly those who identify as Black, must be allowed to act in untempered ways as their livelihoods quite literally depend on changing a broader racist system.

scholarly journals Black (Gifted) Joy: A Critical Race Theory Perspective

2021 ◽  
Author(s):  
Angela Novak
Keyword(s):  
Critical Race Theory ◽  
Black Students ◽  
Real World ◽  
White Supremacy ◽  
Critical Race ◽  
Gifted Programs ◽  
Race Theory ◽  
Structural Racism ◽  
The World ◽  
Theoretical Question

This article presents a theoretical question: what is giftedness, but an expression of Black joy? This is presented with relevant real-world examples and #BlackVoices through youth poetry. The framework of critical race theory is used as a lens, to situate the world in which Black joy is found. The author argues that this manifestation, situated within the structural racism ever present in the system of education, has the unfortunate impact of igniting educators’ anti-blackness, resulting in the missingness (Gentry et al., 2019) of gifted Black students from gifted programs and services. The author delves into constructs of white supremacy, white rage, and antiblackness as the foundational concepts that contribute to this missingness, using research and more youth poetry to substantiate the claims. #BlackVoices are featured throughout, as emic perspectives, giving voice, heart, soul, and joy to the research, the words on the page.

“Why Are All the White Students Sitting in the Back of Class?” A Critical Race Theory Approach to Race Dialogue in Ethnic Studies†

2019 ◽  
Vol 42 (1) ◽  
pp. 69-82
Author(s):  
Dominick N. Quinney
Keyword(s):  
Social Change ◽  
Critical Race Theory ◽  
Identity Formation ◽  
Social Action ◽  
Race And Ethnicity ◽  
Ethnic Studies ◽  
Theory Approach ◽  
Critical Race ◽  
Race Theory ◽  
Qualitative Work

Ethnic Studies classrooms in many respects are spaces wherein healing, solidarity, and social change occur, particularly surrounding discussions about race. The discussion around race is a language in itself—complete with levels of engagement. Students from privileged groups may not have many opportunities to explore the language of race and marginalization, thus being an “outsider” to the language of these experiences. This often times leads to miscommunication and missing meaningful engagement toward collective social action and change in classroom spaces. As a result, students have powerful emotional responses to these topics, and if students’ affective and intellectual responses are not acknowledged and respected, teachers can be met with what is perceived as impermeable resistance. Drawing from the framework of Critical Race Theory, this qualitative work presents tenets of race as a language that allows for understanding identity formation and entry point into conversations of race and ethnicity. Furthermore, consistent dialogue as a way of gaining proficiency and a space for marginalized identities to share their lived experiences as a way to build upon their proficiency. This research assists in expanding the work in the pedagogy of Ethnic Studies as a space to radically connect, heal, and implement social change.

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