Power and Authority in the Realms of Racial and Gender Politics : Post-colonial and Critical Race Theory in The Last Report on the Miracles at Little No Horse

This chapter charts the editor’s journey in re-organizing, editing, and seeing through to publication a posthumous unfinished manuscript by her mentor, Jane Marcus. The chapter highlights the book’s significance to feminist scholarship, Modernism, post-colonial and critical race theory, and to historians of race, gender, class, fascism, war, and peace. The book’s response to issues of reputation and representation are considered, here, while making connections to the uses of feminist anger in current debates and strategies in activism against racism and sexual assault.

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Introduction

Reading Testimony, Witnessing Trauma ◽

10.14325/mississippi/9781496827333.003.0001 ◽

2020 ◽

pp. 3-40

Author(s):

Eden Wales Freedman

Keyword(s):

African American ◽

Critical Race Theory ◽

American Literature ◽

African American Literature ◽

Reception Studies ◽

Critical Race ◽

Race Theory ◽

Testimonial Literature ◽

And Gender ◽

Gender Criticism

The introduction explicates theories of dual-witnessing and Venn liminality and introduces the reader to the terminology the author developed to address readerly engagement of (African) American traumatic and testimonial literature. The introduction also explains how the author’s modes of reading trauma intersect with American literature, critical race theory, and gender criticism and unpacks what (and how) this Venn conversation contributes to the fields of trauma, race, gender, and reception studies and (African) American literature.

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Interrogating Classroom Relationships and Events: Using Portraiture and Critical Race Theory in Education Research

Educational Researcher ◽

10.3102/0013189x07301437 ◽

2007 ◽

Vol 36 (3) ◽

pp. 156-162 ◽

Cited By ~ 71

Author(s):

Thandeka K. Chapman

Keyword(s):

Education Research ◽

Critical Race Theory ◽

Social Action ◽

Critical Race ◽

Race Theory ◽

Classroom Relationships ◽

Conducting Research ◽

And Gender ◽

Urban Classrooms ◽

Gender In Education

This article explores the use of the methodology of portraiture and the analytic framework of critical race theory (CRT) to evaluate success and failure in urban classrooms. Portraiture and CRT share a number of features that make the two a viable pair for conducting research in urban schools. In combination, portraiture and CRT allow researchers to evoke the personal, the professional, and the political to illuminate issues of race, class, and gender in education research and to create possibilities for urban school reform as social action.

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Inside and Outside Perspectives: A Review of Invisible Asians: Korean American Adoptees, Asian American Experiences and Racial Exceptionalism

The Qualitative Report ◽

10.46743/2160-3715/2018.3572 ◽

2018 ◽

Author(s):

Jinsu Byun

Keyword(s):

Critical Race Theory ◽

Asian American ◽

Lived Experiences ◽

Korean American ◽

Oral Histories ◽

Critical Race ◽

Race Theory ◽

Theoretical Frameworks ◽

Post Colonial ◽

Korean Adoptees

The following is a review of the book Invisible Asians: Korean American Adoptees, Asian American Experiences and Racial Exceptionalism, written by Kim Park Nelson. In the book, the author used ethnography and collected oral histories, and critical race theory and a post-colonial approach were employed as theoretical frameworks. In particular, as not only an insider (an adoptee) but an outsider (a researcher), she maintained a well-balanced view in describing vivid lived experiences of Korean adoptees and diverse sociocultural environments that impacted them. This book would be a great guide for novice qualitative researchers who want to be ethnographers and study minorities in U.S. society.

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