critical race theory
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2022 ◽  
Kirk Greenwood

This paper employs critical discourse analysis to interrogate rhetorics of academic deficit subtending institutional neglect of equitable opportunity for students of color at U.S. postsecondary institutions. It further reviews Critical Race Theory literature in education, paying special attention to research that foregrounds social class as a discriminate variable distinguishing truly liberatory pedagogies from the merely critical.

2022 ◽  
Vol 43 (1) ◽  
Keon L. Gilbert ◽  
Yusuf Ransome ◽  
Lorraine T. Dean ◽  
Jerell DeCaille ◽  
Ichiro Kawachi

This review aims to delineate the role of structural racism in the formation and accumulation of social capital and to describe how social capital is leveraged and used differently between Black and White people as a response to the conditions created by structural racism. We draw on critical race theory in public health praxis and restorative justice concepts to reimagine a race-conscious social capital agenda. We document how American capitalism has injured Black people and Black communities’ unique construction of forms of social capital to combat systemic oppression. The article proposes an agenda that includes communal restoration that recognizes forms of social capital appreciated and deployed by Black people in the United States that can advance health equity and eliminate health disparities. Developing a race-conscious social capital framing that is inclusive of and guided by Black community members and academics is critical to the implementation of solutions that achieve racial and health equity and socioeconomic mobility. Expected final online publication date for the Annual Review of Public Health, Volume 43 is April 2022. Please see for revised estimates.

2022 ◽  
Vol 20 (1) ◽  
Barbara Adewumi ◽  
Laura R. Bailey ◽  
Emma Mires-Richards ◽  
Kathleen M. Quinlan ◽  
Evangeline Agyeman ◽  

Increasingly across many UK higher education institutions staff and students are questioning and challenging systemic inequalities that affect racially minoritised groups in their learning and sense of belonging within the curriculum. Students are calling for inclusion of diverse sources of knowledge and perspectives, especially from scholars of colour and from the Global South, to enrich what is currently perceived to be a Eurocentric canon. One way to promote more culturally aligned pedagogy is through diversifying reading lists. This article presents findings from two pilot studies that explored the reading lists in one department in social sciences and one in the humanities at the University of Kent, UK. Applying critical race theory as a guiding framework, the first part of the article examines the ways in which a diverse curriculum must include the voices of the marginalised. It then describes the methods: a desk-based review of the reading lists, interviews with academics to inform the work, disseminate the findings, instigate further action and identify future needs, and student focus groups. Crucially, the project resulted from the collaboration between students and staff, and across departments and disciplines. We found that reading lists in both departments overwhelmingly comprised items by White male authors. Students and staff both reflected on the importance of not only curriculum diversification but also barriers to diversification and decolonisation. The article discusses the impact of this project, which has led to a Diversity Mark process, and the Diversity Mark Toolkit, which can be used in any discipline when putting together reading lists to create a more culturally competent curriculum. It concludes by considering other systemic changes needed, with particular attention to changes needed in library services and collections.

2022 ◽  
pp. 98-124
Jenifer Crawford ◽  
Ebony C. Cain ◽  
Erica Hamilton

This chapter describes a five-year equity initiative to transform a language teacher education professional master's program into one that cultivates racial justice and equity-minded practices in graduates. This chapter will review program work over the last five years on two critical efforts involved in the ongoing five-year equity-minded initiatives. The program activities include data review and planning from 2017 to 2018 and equity curricular re-design from 2018 to 2020, where faculty revised program goals, curriculum, and syllabi. Critical race theory and equity-mindedness frameworks guided this equity initiative's process, goals, and content. The authors argue that building racial justice into a professional master's program requires applying a critical race analysis to the normative assumptions about academic program redesign. Individual and institutional challenges are discussed, and recommendations for building racial justice into the curriculum, instruction, and program policies are provided.

2022 ◽  
pp. 246-262
Angela Marie Novak

Gifted Black and Brown students are not voiceless; their voices are suffocated under the knee of systemic racism and white supremacy. This chapter proposes that the field of gifted education advocates for needed structural and systemic change through the discourse of critical race theory. A model of gifted critical race studies (GTCrit) is presented and described as both a way to understand race and racism in gifted education and to drive social change. GTCrit theorizes about the ways in which race, racism, ability, potentiality, and deficit ideology are built into daily interactions and discourses, informal and formal policies and procedures, and systems and structures of education, which disproportionately impact students of color qualitatively differently than white students.

2022 ◽  
pp. 329-346
Marilyn Keller Nicol ◽  
Sarah Best

This dual autothnographic research study examined the knowledge and experience gained by two women through the course of narrative exchange. Using the theoretical lens of Disability Studies and Critical Race Theory, DisCrit, and the methodology of disability life writing, the authors explored themes of deficit thinking, cultural essentialism, intersectionality, ability profiling, and liberation. The authors made recommendations for educating preservice teachers using disability life writing and personal reflection. Other implications for teacher preparation coursework included teaching disability as a cultural model, exploring counter narratives for social change, and unpacking deficit mindset. Finally, the authors suggest further research for finding best practices for instruction and implementation of recommended practices.

2022 ◽  
pp. 102-122
Kathy-Anne Jordan ◽  
Susan Mariano Lapidus ◽  
Sudha Ramaswamy

Using a disability studies/critical race theory (Discrit) lens, the authors reviewed and analyzed specific literature within the pyramid model (PM) framework—a three-tier hierarchical framework for promoting social-emotional competence and reducing challenging behavior among young children—to understand the model's framing of implicit bias and the specific strategies noted in the literature that help teachers to recognize and counteract implicit bias and subsequently reduce disciplinary inequities among Black preschool children. Findings revealed that although the PM literature discussed, defined, and emphasized the importance of cultural responsivity, it did not engage critically with the construct of implicit bias (i.e., racism and ableism), specifically as it relates to the experiences of children most vulnerable to disciplinary sanction. This chapter ends with suggestions to help readers rethink the PM framework as a way to shift practice toward more equitable experiences for Black children in their earliest years of schooling.

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