Critical Race Theory and Praxis: Chicano(a)/Latino(a) and Navajo Struggles for Dignity, Educational Equity, and Social Justice

2019 ◽  
pp. 31-52
Author(s):  
Sofia Villenas ◽  
Donna Deyhle ◽  
Laurence Parker
Keyword(s):  
Social Justice ◽  
Critical Race Theory ◽  
Educational Equity ◽  
Critical Race ◽  
Race Theory

scholarly journals Critical Counter-Narrative as Transformative Methodology for Educational Equity

2020 ◽  
Vol 44 (1) ◽  
pp. 269-300 ◽  
Author(s):  
Richard Miller ◽  
Katrina Liu ◽  
Arnetha F. Ball
Keyword(s):  
Critical Race Theory ◽  
Multicultural Education ◽  
Educational Equity ◽  
Critical Race ◽  
Race Theory ◽  
Promising Tool ◽  
Counter Narrative ◽  
Counter Narratives ◽  
Fundamental Goal ◽  
Transformative Action

Counter-narrative has recently emerged in education research as a promising tool to stimulate educational equity in our increasingly diverse schools and communities. Grounded in critical race theory and approaches to discourse study including narrative inquiry, life history, and autoethnography, counter-narratives have found a home in multicultural education, culturally sensitive pedagogy, and other approaches to teaching for diversity. This chapter provides a systematic literature review that explores the place of counter-narratives in educational pedagogy and research. Based on our thematic analysis, we argue that the potential of counter-narratives in both pedagogy and research has been limited due to the lack of a unified methodology that can result in transformative action for educational equity. The chapter concludes by proposing critical counter-narrative as a transformative methodology that includes three key components: (1) critical race theory as a model of inquiry, (2) critical reflection and generativity as a model of praxis that unifies the use of counter-narratives for both research and pedagogy, and (3) transformative action for the fundamental goal of educational equity for people of color.

scholarly journals Unmasking, Exposing, and Confronting: Critical Race Theory, Tribal Critical Race Theory and Multicultural Education

2008 ◽  
Vol 10 (2) ◽  
Author(s):  
Jeanette Haynes Writer
Keyword(s):  
Social Justice ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Indigenous People ◽  
Educational Institutions ◽  
Critical Race ◽  
Race Theory ◽  
Tribal Critical Race Theory

Critical Race Theory (CRT) and Tribal Critical Race Theory (TribalCrit) offer the possibility of unmasking, exposing, and confronting continued colonization within educational contexts and societal structures, thus, transforming those contexts and structures for Indigenous People. Utilizing CRT and TribalCrit to support and inform “Multicultural Education as social justice,” we rid ourselves, our educational institutions, and ultimately the larger society from the “food, fun, festivals, and foolishness” form of Multicultural Education that maintains or propagates colonization.

scholarly journals Correcting whose errors? The principle of error correction from an ethnographic lens

2018 ◽  
Vol 47 (3) ◽  
pp. 377-380
Author(s):  
Virginia Zavala
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Critical Race Theory ◽  
Critical Theory ◽  
Error Correction ◽  
Language Ideologies ◽  
Critical Race ◽  
Race Theory ◽  
The Relationship ◽  
Changing Society

Labovian sociolinguistics constitutes an important paradigm that brings to the forefront issues of social justice in linguistics and asks about the debt the scholar has towards the community once s/he gets information from it. Nevertheless, as many scholars have discussed, and even though this paradigm has focused on changing society for the better, it has serious limitations on how it conceptualizes the relationship between language and society. Based on critical race theory and language ideologies, Lewis powerfully contributes to this discussion by critiquing the principle of error correction (PEC) proposed by Labov as a particular way of conceptualizing social change. As Lewis points out at the end of the article, this principle reflects an ‘earlier era’ and needs to be reconsidered in light of the significant transformations not only in the study of language in society developed in recent decades but also in critical theory and humanities in general.

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