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This paper aims to explore Canadian in/exclusion of Aboriginal groups to/from access to mainstream business resources and opportunities. The focus is one prominent non-governmental program, the Canadian Aboriginal Prosperity and Entrepreneurship (CAPE) Fund, designed to provide equity to Aboriginal businesses. Do programs such as CAPE Fund promote Aboriginal entrepreneurship that liberates “others” on their own terms? or are they “civilizing missions” that attempt to impose Euro-centric practices and values?

The authors critically analyze the “promises” of entrepreneurship through CAPE Fund using TribalCrit, a framework rooted in critical race theory (CRT) and postcolonialism. The authors used a CRT research method highlighting two organizational narratives, describing CAPE Fund financing in two separate ventures. The research allowed to test the theory’s use in practical situations.

This paper develops a postcolonial conception of entrepreneurship to address the realities and needs of Aboriginal communities. Analysis of Canada’s CAPE Fund within two organizational narratives identified aspects of promise (active Aboriginal business ownership) and shortcomings (practices that attempted to erase inequity in ways that led to neocolonial subjugation).

This paper attempts to build theory while engaging in CRT research that relies on organizational narratives. Narrative approaches offer depth of understanding but are not generalizable because of the limited scope of organizations studied.

The research methods used and framework developed offer researchers new approaches to better understand Indigenous and Aboriginal entrepreneurship outcomes. The findings point to specific Aboriginal funding issues that can be addressed by other funding agencies who wish to create more inclusive structures.

Financial programs that might improve the possibility of self-determination of Aboriginal peoples within the postcolonial ideal must “hold both economic and non-economic objectives in tension” (Overall et al., 2010 p. 157) in ways that typically disadvantage Aboriginal entrepreneurs.

This is the first, fully articulated framework for postcolonial entrepreneurship, grounded in CRT and applied to analyze Canada’s CAPE Fund.

How can the author, as social studies methods instructors, assist future elementary teachers develop the knowledge and skills to engage young students in critical examinations of race and racism, and feel empowered to take action against racial oppression? The purpose of this paper is to share one of many possible ways of “doing race” in elementary social studies teacher education.

First, the author proposes the topic of school segregation as a relevant and engaging inroad for elementary students to learn about race and racism. Then, the author outlines and problematizes a dominant approach to teaching about school segregation in elementary classrooms and suggests an alternative approach informed by critical race theories. Next, the author provides counterstories to dispel the dominant narrative of school segregation from an Asian critical race theory perspective. This is followed by an explanation of the lesson the author teaches in the author’s elementary social studies methods course that utilizes these perspectives and counterstories.

By using Asian-American counterstories of school segregation, the lesson seeks to assist preservice elementary teachers in disrupting the dominant teaching practices and discourses around school segregation and helps preservice teachers develop the critical understandings and competencies needed to successfully teach about race and racism in elementary classrooms.

The author concludes by discussing the possibilities and implications of the lesson.

The authors suggest strategies for addressing and combating these attempts at racelighting.

The authors of this article– five anti-racist educators working in various educational settings in SLC– employ the Critical Race Theory counter-story methodology (Delgado and Stefancic, 1993) to confront resistance to educational equity in Utah. They do so by first providing a historical context of race and education in Utah before presenting four short counterstories addressing the racelighting efforts of students, fellow educators and administrators when confronted with the complexities of racial injustice.

These counterstories are particularly important in light of the recent increase in color-evasive and whitewashed messaging used to attack CRT and to deny the existence of racism in the SLC school system in K-post-secondary education, and in the U.S. as a whole.

These stories are set in a unique environment, yet they hold national relevance. The racial and religious demographics in Utah shed light on the foundational ethos of the country – white, Christian supremacy. They reveal what is at stake in defending it and some of the key mechanisms of that defense.

This paper is an extension of a panel presentation delivered in response to a joint call for panels by the Social Informatics and Information Ethics and Policy Special Interest Groups for the 2022 Association for Information Science and Technology conference. The purpose is to introduce critical race frameworks and tenets as a lens to develop, assess and analyze the social informatics (SI) within information science (IS) research, professional discourse, praxis and pedagogical paradigms. This paper spotlights one of the presentations from that panel, an iteration of Critical Race Theory (CRT) designed specifically for information studies: CRiTical Race information Theory (CRiT).

Just as importantly, using SI as part of the context, the paper also includes a discussion that illustrates research and theory building possibilities as both counter and complement to the technocratic advances that permeate society at every level (macro, mezzo and micro), which can also be reasonably framed as the information industrial complex. Thus, CRiT joins other forms of critical discourse and praxis grappling with deconstructing, decolonizing, demarginalizing and demystifying the influence and impact of information technologies. While CRiT has global intentions and implications, this specific discussion has an extensive American focus.

If we consider the rapid pace in which techno-determinism is moving toward the vise grip of techno-fatalism controlled by frameworks generated from the information industrial complex, we can reasonably consider that humanity on a global basis is living within a meta-large technocratic crisis moment. This crisis moment is both acute and chronic. That is, the technocratic crisis is continuously moving quickly while simultaneously worsening over an extended period of time with no remedies and few responses to substantively address the crisis.

Part of the nature of information and data is measurability. Thus, identifying compatible nomenclature connecting the descriptiveness of intersectionality (a seminal CRT tool) as a qualitative research method to the measurability of data connected to quantitative research, a mixed method approach moves from possible to plausible. Additionally, within IS, there are often opportunities to measure human engagement, such as social media content, search engine use, assessing practices of categorizations, and multiple forms of surveillance data as a short list. Hence, the descriptiveness of intersectional qualitative research “mixed” with the measurability of quantitative research within information settings implies exponential methodological possibilities.

CRiT is multilayered, on the one hand, with the intention of being a discipline-specific, information-specific form of CRT. On the other hand, CRiT theory building is interdisciplinary and transdisciplinary based on information as omnipresent phenomena. An ongoing challenge for CRiT theory building is identifying and working within a balance between, practitioners who typically throw anything and everything at practical problems, while scholars often slice problems into such small segments that practical understanding is severely limited. Embracing and integrating the dynamic interplay between developing ideas and using them is the key to evolving CRiT within the social sciences.

There is plenty of room as well as a need for additional narrative discussing or challenging the use or appropriation of information from a technocratic approach, a counter to the information industrial complex.

CRiT is emerging and cutting edge in discussion that addresses the technocratic determinism found in most scholarly discourses.

This paper aims to examine the cultivation of anti-racist practices with pre- and in-service teachers in post-secondary contexts, and the tensions of engaging in this work for equity and justice in urban teacher education.

The paper relies on critical race theory (CRT) and critical whiteness studies (CWS), as well as auto-ethnographic and storytelling methods to examine how black in-service teachers working with a black teacher educator and white pre-service teachers working with a white teacher educator enacted strategies for cultivating anti-racist practices.

Findings indicate that for black and white educators alike, developing critical consciousness and anti-racist pedagogical practices requires naming racism as the central construct of oppression. Moreover, teachers and teacher educators demonstrated the importance of explicitly naming racism and centralizing (rather than de-centralizing) the political project of anti-racism within the current socio-political climate.

In addition to racism, educators’ racialized identities must be centralized to support individual anti-racist pedagogical practices. Storying racism provides a context for this individualized work and provides a framework for disrupting master narratives embedded in educational institutions.

Much has been written about the importance of teachers connecting to students’ out-of-school lives to increase academic achievement and advance educational justice. Strategies for forging those connections include using assets-based practices and linking school curricula to students’ community and cultural identities. While these connections are important, this paper focuses on teachers’ explicit anti-racist practices in urban education.

The purpose of this paper is to examine Indigenous perspectives of work-life enrichment and conflict and provides insights to better support Indigenous employees.

Interviews were conducted with 56 Indigenous people from six Canadian provinces. In total, 33 of the respondents were female and 23 were male. The interview responses were transcribed and entered in NVivo10. Thematic analysis was used.

The authors’ respondents struggled with feeling marginalized and felt frustrated that they could not engage in their cultural and family practices. The respondents spoke of putting family needs ahead of work and that many respondents paid a price for doing so.

The results are not generalizable to all Indigenous peoples, however these results do fill a void in the literature.

Employers must consider revising policies including providing more supervisor support in the form of educating supervisors on various Indigenous cultural practices and examine ways of providing more flexibility with respect to cultural and family practices.

Indigenous peoples have been marginalized since the advent of colonialism. This research addresses a gap in the literature by presenting how a group of Indigenous respondents frames work-life enrichment and conflict.

Very few studies have examined Indigenous perspectives on work-life enrichment and conflict using a qualitative research design. It also aligns with one of the Truth and Reconciliation Commission of Canada’s calls to action.