Home About us Contact
|
Home About us Contact | ||
|
|
||
Critical Race Theory (critical + race_theory)
Selected AbstractsRace, interest convergence, and transfer outcomes for black male student athletesNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 147 2009Shaun R. HarperArticle first published online: 17 SEP 200 Critical Race Theory is used to consider the educational outcomes that could accrue when the interests of black male student athletes converge productively with the interests of community college administrators, faculty, and coaches. [source] Teaching Treaties as (Un)Usual Narratives: Disrupting the Curricular CommonsenseCURRICULUM INQUIRY, Issue 5 2008JENNIFER A. TUPPER This article examines the importance of treaty education for students living in a province entirely ceded through treaty. Specifically, we ask and attempt to answer the questions "Why teach treaties?" and "What is the effect of teaching treaties?" We build on research that explores teachers' use of a treaty resource kit, commissioned by the Office of the Treaty Commissioner in Saskatchewan. Working with six classrooms representing a mix of rural, urban and First Nations settings, the research attempts to make sense of what students understand, know and feel about treaties, about First Nations peoples and about the relationships between First Nations and non,First Nations peoples in Saskatchewan. It is revealing that initially students are unable to make sense of their province through the lens of treaty given the commonsense story of settlement they learn through mandated curricula. We offer a critique of the curricular approach in Saskatchewan which separates social studies, history and native studies into discrete courses. Drawing on critical race theory, particularly Joyce King's notion of "dysconscious" racism, we deconstruct curriculum and its role in maintaining dominance and privilege. We use the term (un)usual narrative to describe the potential of treaty education to disrupt the commonsense. (Un)usual narratives operate as both productive and interrogative, helping students to see "new" stories, and make "new" sense of their province through the lens of treaty. [source] Critical Whiteness Theories and the Evangelical "Race Problem": Extending Emerson and Smith's Divided by FaithJOURNAL FOR THE SCIENTIFIC STUDY OF RELIGION, Issue 3 2008ERIC TRANBY In their 2000 book,Divided by Faith, Michael Emerson and Christian Smith use the case of evangelical Christians to demonstrate how uncompromising individualist ideals get in the way of clear thinking and decisive action about racial inequalities in contemporary American society. We use insights developed from whiteness studies and critical race theory to sharpen and further extend this analysis. More specifically, we suggest: (1) that anti-black stereotypes may be subtler, more pervasive, and more functionally necessary than Emerson and Smith assume; and (2) that the individualistic ideals Emerson and Smith focus on are not race neutral but, instead, are part of a taken-for-granted and vigorously defended majority white culture and identity. These points are developed through a theoretical reconstruction of Emerson and Smith's argument and a reevaluation of their methodological approach and data. Finally, we present data from a recent national survey of race and religion in American life that provide preliminary quantitative support for our revisionist claims. [source] TEXTUAL REPRESENTATION OF DIVERSITY IN COAMFTE ACCREDITED DOCTORAL PROGRAMSJOURNAL OF MARITAL AND FAMILY THERAPY, Issue 1 2006John J. Lawless The use of the Internet is growing at a staggering pace. One significant use of the Internet is for potential students and the parents of potential students to explore educational possibilities. Along these lines potential marriage and family therapy students may have many questions that include a program's commitment to cultural diversity. This study utilized qualitative content analysis methodology in combination with critical race theory to examine how Commission On Accreditation for Marriage and Family Therapy Education (COAMFTE) accredited doctoral programs represented cultural text on their World Wide Web pages. Findings indicate that many COAMFTE-accredited doctoral programs re-present programmatic information about diversity that appear to be incongruent with cultural sensitivity. These apparent incongruities are highlighted by the codification, inconsistent, and isolated use of cultural text. In addition, cultural text related to social justice was absent. Implications and suggestions are discussed. [source] A Reader's Companion to Against Prediction: A Reply to Ariela Gross, Yoram Margalioth, and Yoav Sapir on Economic Modeling, Selective Incapacitation, Governmentality, and RaceLAW & SOCIAL INQUIRY, Issue 1 2008Bernard E. Harcourt From parole prediction instruments and violent sexual predator scores to racial profiling on the highways, instruments to predict future dangerousness, drug-courier profiles, and IRS computer algorithms to detect tax evaders, the rise of actuarial methods in the field of crime and punishment presents a number of challenging issues at the intersection of economic theory, sociology, history, race studies, criminology, social theory, and law. The three review articles of Against Prediction: Profiling, Policing, and Punishing in an Actuarial Age by Ariela Gross, Yoram Margalioth, and Yoav Sapir, raise these challenges in their very best light. Ranging from the heights of poststructuralist and critical race theory to the intricate details of mathematical economics and criminological analysis, the articles apply different disciplinary lenses to the analysis of the actuarial turn offered in Against Prediction and set forth both substantive and structural challenges to the book. By means of a detailed reply to the three reviews, this article provides a reader's companion to Against Prediction. [source] Race, Power, and Equity in a Multiethnic Urban Elementary School with a Dual-Language "Strand" ProgramANTHROPOLOGY & EDUCATION QUARTERLY, Issue 1 2010Deborah Palmer Dual-language education is often lauded for providing high-caliber bilingual instruction in an integrated classroom. This is complicated, however, when a dual-language program does not include all members of a school community. This article examines a "strand" dual-language program that attracts middle-class white students to a predominantly black and Latino community; yet, only some Latino students and almost no black students are included in the dual-language program. Although rarely directly discussing race, teachers and parents simultaneously commend the program for bringing diversity and enrichment to the campus, and accuse it of exacerbating inequities in the educational experiences of different children at the school. Taking a critical race perspective, and in particular using the principle of "interest convergence" and the frames of "color-blind racism" (Eduardo Bonilla-Silva 2006), this article works to uncover the forces underlying these tensions.,[two-way immersion, dual-language education, African Americans, critical race theory] [source] Black Metropolis and Mental Life: Beyond the "Burden of ,Acting White' " Toward a Third Wave of Critical Racial StudiesANTHROPOLOGY & EDUCATION QUARTERLY, Issue 3 2008A. A. Akom In this article, I reflect on Signithia Fordham and John Ogbu's classic research on the "burden of ,acting White' " to develop a long overdue dialogue between Africana studies and critical white studies. It highlights the dialectical nature of Fordham and Ogbu's philosophy of race and critical race theory by locating the origins of the "burden of ,acting White' " in the work of W.E.B. Du Bois, who provides some of the intellectual foundations for this work. Following the work of F. W. Twine and C. Gallagher (2008), I then survey the field of critical whiteness studies and outline an emerging third wave in this interdisciplinary field. This new wave of research utilizes the following five elements that form its basic core: (1) the centrality of race and racism and their intersectionality with other forms of oppression; (2) challenging white supremacy, patriarchy, heteronormativity, and other dominant ideologies; (3) a critical reflexivity that addresses how various formulations of whiteness are situated in relation to contemporary formulations of Black/people of color identity formation, politics, and knowledge construction; (4) innovative research methodologies including asset-based research approaches; and, finally, (5) a racial elasticity that identifies the ways in which white racial power and pigmentocracy are continually reconstituting themselves in the color-blind era and beyond (see A. A. Akom 2008c).[oppositional identity, Black student achievement, youth development, acting white, Du Bois, critical whiteness studies, critical race theory, race, Black metropolis, double consciousness, twoness, hip-hop] [source] Acknowledging the Racial State: An Agenda for Environmental Justice ResearchANTIPODE, Issue 4 2009Hilda E. Kurtz Abstract:, This paper argues that environmental justice scholars have tended to overlook the significance of the state's role in shaping understandings of race and racism, and argues for the use of critical race theory to deepen insight into the role of the state in both fostering and responding to conditions of racialized environmental injustice. Critical race theory offers insights into both why and how the state manages racial categories in such a way as to produce environmental injustice, and how the state responds to the claims of the environmental justice movement. Closer attention to the interplay between the racial state and the environmental justice movement as a racial social movement will yield important insights into the conditions, processes, institutions and state apparatuses that foster environmental injustice and that delimit the possibilities for achieving environmental justice in some form or another. [source] Displaced persons: symbols of South Asian femininity and the returned gaze in U.S. media cultureCOMMUNICATION THEORY, Issue 2 2001Meenakshi Gigi Durham The media's showcasing of nose rings, mehndi, and bindis in U.S. fashion is contemporary appropriation of South Asian symbols by Western popular culture. This paper employs a critical analysis of media images of White women adorned in the symbols of Indian femininity to explore the circulating economy of seeing and representation. The theoretical intervention offered here turns on the notion of the Third Eye - the potential for the object of ethnographic spectacle to return the gaze. The analysis reveals that the contemporary ,ethnic chic' preserves power hierarchies by locating the White woman as sexual object, and the Indian woman as the disembodied fetish that supports White female sexuality. The implications for South Asian American women include the need to re-imagine sexuality with reference to critical race theory and the potential to return an oppositional gaze. [source] | |||||||||||||