scholarly journals Faculty Women of Color Micro-invalidations at White Research Institutions: A case of Intersectionality of Institutional Betrayal and Critical Race Theory

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Doris Carroll
Keyword(s):  
Critical Race Theory ◽  
Women Of Color ◽  
Research Institutions ◽  
Critical Race ◽  
Race Theory ◽  
Faculty Women

Queer Militarism?!

2021 ◽  
Vol 27 (2) ◽  
pp. 281-307
Author(s):  
Dean Spade ◽  
Aaron Belkin
Keyword(s):  
Critical Race Theory ◽  
Women Of Color ◽  
Economic Justice ◽  
Critical Race ◽  
Race Theory ◽  
Us Military ◽  
Trans People ◽  
The Us ◽  
Legal Equality ◽  
Stigmatized Groups

Does advocating for queer and trans people to serve in the US military move the struggle for queer and trans justice forward toward liberation by improving the lives of queer and trans soldiers and increasing societal acceptance of queer and trans people? Or does it legitimize US military imperialism and increase the likelihood of more queer and trans people being abused and traumatized in the US military? This article consists of a conversation between Aaron Belkin, director of the Palm Center, who has spent decades advocating for queer and trans military inclusion, and Dean Spade, a trans racial- and- economic- justice–focused activist and scholar who opposes military inclusion advocacy. The conversation examines fundamental debates about the possibilities and limits of legal equality for marginalized and stigmatized groups, drawing on critical race theory, women of color feminisms, anticolonial critique, and competing theories of queer and trans liberation work.

Critical Race Theory, Intersectionality, and Feminist Philosophy

2021 ◽  
Author(s):  
Natalie Cisneros
Keyword(s):  
Critical Race Theory ◽  
Women Of Color ◽  
Lived Experiences ◽  
Feminist Philosophy ◽  
Critical Race ◽  
Race Theory ◽  
Black Feminist ◽  
Future Directions ◽  
Philosophical Contribution ◽  
Experiences Of Women

This chapter offers an account of central issues and themes in feminist philosophical engagements with critical race theory, reflection on examples of important contributions to this discussion, and current and future directions in feminist critical race theory. In particular, it focuses on feminist philosophy’s engagement with intersectionality as the most productive site of the field’s engagement with critical race theory. The chapter discusses the meaning of intersectionality and the importance of understanding the concept not only in terms of the field of critical race theory but also as a philosophical contribution of the Black feminist intellectual tradition. The chapter explores how Black feminist philosophers and other feminist philosophers of color have resisted the move towards operational intersectionality and opened productive, liberatory ways forward for intersectional work within feminist philosophy as a critical practice rooted in the lived experiences of women of color.

The Potentiality Of Black Women Narratives For Inclusive Education: Developing Other Subjectivities At School

2020 ◽  
Vol 8 (2) ◽  
pp. 83-94
Author(s):  
Viviane Ines Weschenfelder
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Inclusive Education ◽  
Women Of Color ◽  
Research Data ◽  
Critical Race ◽  
Race Theory ◽  
Learning And Teaching

The paper aims to present the results of a research developed with narratives written by Brazilian Black Women, as well as to discuss its educational potentiality. The research data was composed of 36 autobiographic narratives published by Black women in a blog called Blogueiras Negras, between 2013 and 2016. The research relies on post-structuralism perspective, articulating Foucaultian Studies, the field of Multicultural Education, and the Critical Race Theory-CRT. The analysis shows that the blog works as an essential educative place, where women of color feel safe to share their experiences. The narratives about the school are mostly discriminatory and painful, which made it possible to problematize the processes of learning and teaching. The paper concludes by discussing how the autobiographic narratives of Black women in classrooms can help students and teachers to work forward an inclusive education.

scholarly journals The Potentiality of Black Women Narratives for Inclusive Education: Developing other Subjectivities at School

2020 ◽  
Vol 2 (1) ◽  
pp. 13-24
Author(s):  
Viviane Ines Weschenfelder
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Inclusive Education ◽  
Women Of Color ◽  
Research Data ◽  
Critical Race ◽  
Race Theory ◽  
Learning And Teaching

The paper aims to present the results of a research developed with narratives written by Brazilian Black Women, as well as to discuss its educational potentiality. The research data was composed of 36 autobiographic narratives published by Black women in a blog called Blogueiras Negras, between 2013 and 2016. The research relies on post-structuralism perspective, articulating Foucaultian Studies, the field of Multicultural Education, and the Critical Race Theory-CRT. The analysis shows that the blog works as an essential educative place, where women of color feel safe to share their experiences. The narratives about the school are mostly discriminatory and painful, which made it possible to problematize the processes of learning and teaching. The paper concludes by discussing how the autobiographic narratives of Black women in classrooms can help students and teachers to work forward an inclusive education.

scholarly journals Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

2021 ◽  
pp. 027112142199083
Author(s):  
Hailey R. Love ◽  
Margaret R. Beneke
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Critical Race Theory ◽  
Young Children ◽  
Inclusive Education ◽  
Critical Race ◽  
Children And Families ◽  
Race Theory ◽  
Children Of Color ◽  
Educational Processes

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

Exploring Approaches to Data Literacy Through a Critical Race Theory Perspective

2021 ◽  
Author(s):  
Britney Johnson ◽  
Ben Rydal Shapiro ◽  
Betsy DiSalvo ◽  
Annabel Rothschild ◽  
Carl DiSalvo
Keyword(s):  
Critical Race Theory ◽  
Critical Race ◽  
Race Theory ◽  
Data Literacy
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