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Book part
Publication date: 1 April 2004

Joshua M Price

Critical race theory is a contemporary legal movement composed of progressive scholars, primarily people who identify as people of color, who seek to challenge racism in…

Abstract

Critical race theory is a contemporary legal movement composed of progressive scholars, primarily people who identify as people of color, who seek to challenge racism in American society. In their writing, they explore the many ways in which racism infuses American institutions, popular culture, commonsense beliefs, pervades interaction and cuts to the core of the American psyche. One of the central challenges that any person, scholar, activist faces in the U.S. is the peculiar nature of contemporary discourse on race. Often times, much of white America treats racism as if it were a thing of the past, an article of a time when the racial caste system was explicitly upheld and defended, either in the form of slavery, explicitly racist immigration laws (like the Chinese Exclusion Act), the Jim Crow laws, or when Native Americans were massacred by Union soldiers. Contemporary anti-racist work constantly confronts this denial of racism from a large segment of America.2 This denial of racism is one in which many people seem to have developed something of a psychic investment. Since the critical race theorists are working in a scholar-activist anti-racist vein, they also have to confront this massive self-delusion or mythic self-understanding.

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Studies in Law, Politics and Society
Type: Book
ISBN: 978-1-84950-262-7

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Book part
Publication date: 17 May 2018

Amelia Gibson, Sandra Hughes-Hassell and Megan Threats

Purpose – We examine the reading lists for required foundational library and information science (LIS) courses at the top 20 American Library Association-accredited LIS…

Abstract

Purpose – We examine the reading lists for required foundational library and information science (LIS) courses at the top 20 American Library Association-accredited LIS programs in North America; explore the extent to which critical race theory (CRT) and other critical literatures, methods, and approaches were engaged; and discuss the implications of the findings for LIS education.

Methodological Approach – We conducted quantitative and qualitative content analyses of foundational required readings for the top 20 Master of Library Science/Master of Library and Information Science programs (as ranked by U.S. News & World Report). The sampling process was twofold. The initial sampling included development of the foundational course sample, and the secondary sampling included development of the sample of required readings.

Findings – The vast majority of the required foundational courses examined provided students with little to no exposure to CRT or critical theory.

Originality/Value – CRT and its related concepts provide a structural framework for preparing LIS students and graduates to recognize and address racism, to understand “how power and privilege shape LIS institutions and professional practice” (Cooke, Sweeney, & Noble, 2016, p. 107), and to embrace social justice as an LIS value. Incorporating CRT into existing courses is the first step in pushing the profession in this direction.

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Re-envisioning the MLS: Perspectives on the Future of Library and Information Science Education
Type: Book
ISBN: 978-1-78754-884-8

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Book part
Publication date: 30 May 2019

Andrew M.A. Allen

In this chapter, I present examples of my narratives on how I continue to attempt to navigate the obstacles I face as a racialized tenured faculty member in a faculty of…

Abstract

In this chapter, I present examples of my narratives on how I continue to attempt to navigate the obstacles I face as a racialized tenured faculty member in a faculty of education and my lessons learned in navigating my journey into the academy with my students. I present Ladson-Billings and Tate’s (1995) concept of race as a powerful tool for explaining social inequity, and I will use Critical Race Theory to analyze those moments of tensions and conflict where my students will question or even challenge my role as either their seminar course instructor or practicum faculty advisor. I have found that students often wonder about my competency when they first meet me either in the university classroom or in their practicum placement. As a result, I feel that I have to prove myself initially to my students to establish my competence and to continually work to challenge those perceptions. In addition, as a faculty member who is racialized as being Black, my students often are uncomfortable in talking about race and claim that I “speak too much about race in class” and as such also claim that I push my agenda on race in my courses. Over the years, I anticipate students’ initial perceptions and comfort level with race and use those as a way of first engaging in open dialogue about race with my students. I will explore these issues and also offer some strategic ways racialized academics, like myself, can anticipate and use those challenges to our advantage in teaching in higher education and particularly in a teacher education program.

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Diversity and Triumphs of Navigating the Terrain of Academe
Type: Book
ISBN: 978-1-78973-608-3

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Book part
Publication date: 9 November 2016

Anton Lewis

The intention of this chapter is to examine race and racism in the accounting industry in the context of neutrality. Objectivity and impartiality minimize the space for…

Abstract

The intention of this chapter is to examine race and racism in the accounting industry in the context of neutrality. Objectivity and impartiality minimize the space for alternative voices, too often unheard from the margin, that speak of a differing racialized professional existence for the Black accountant. A Critical Race Theory (CRT) of accountancy is called for among a number of takes in the genre of Critical Accounting to begin a process of unpacking systemic processes within the profession, which encourage homogeneity and exclusion.

Belief in professional colorblindness as impartiality where race is concerned is critiqued as a tool of domination that fosters injustice because it hides racism from the institution while simultaneously allowing racist practice to go unchallenged.

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Accounting in Conflict: Globalization, Gender, Race and Class
Type: Book
ISBN: 978-1-78560-976-3

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Global and Culturally Diverse Leaders and Leadership
Type: Book
ISBN: 978-1-78743-495-0

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Book part
Publication date: 4 July 2013

Stella Coram and Chris Hallinan

Purpose – We share experiences from the research process that expose the shortcomings and flaws of the different research production review mechanisms…

Abstract

Purpose – We share experiences from the research process that expose the shortcomings and flaws of the different research production review mechanisms. Our aim is to highlight the resistance and paternalistic misunderstandings that characterise some processes when considering indigenous ‘subjects’.

Design/methodology/approach – This chapter draws upon examples from primary source material as the basis for analysis and discussion. These examples are drawn from academic reports, correspondence to authors and media accounts. The critical approach is influenced by the theoretical works that address the influence and infiltration of ‘commonsense’ understandings, and the resistance to alternative academic inquiry and interpretation of indigenous sports participation issues in Australia.

Findings – The structure, resources and mechanisms available to the dominant alliance of dominant groups serve to curtail and suppress alternative research efforts.

Research limitations/implications – The available examples are not drawn from the broad field. Indeed, they are limited to those available via research circles of colleagues. Any conclusions should be considered within the notion of context specific rather than any broad generalisation.

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Native Games: Indigenous Peoples and Sports in the Post-Colonial World
Type: Book
ISBN: 978-1-78190-592-0

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Book part
Publication date: 17 December 2016

Marguerite Anne Fillion Wilson and Denise Gray Yull

While scholars recognize that parent engagement in children’s education is beneficial, much of the normative parent involvement literature rests on the assumption that…

Abstract

While scholars recognize that parent engagement in children’s education is beneficial, much of the normative parent involvement literature rests on the assumption that marginalized parents of color must be taught white middle-class norms of conduct in order to engage with the school system. In this chapter, we describe the ways our critical ethnographic implementation and analysis of the Parent Mentor Program – a parent engagement project in a small urban school district in Central New York – re-envisions parent engagement in three interrelated ways. First, we argue that the project is race-, class-, gender-, and power-conscious, drawing on the interrelated theoretical frames of Critical Race Theory and Critical Whiteness Studies. Second, we argue that the program and research are unique in utilizing the toolkit of critical ethnography to not merely describe, but also to intervene in educational inequity. Third, we argue that the program has a more holistic goal than much of the parent engagement literature, as it seeks to connect parent engagement and activism with the larger antiracist goal of using restorative justice strategies to disrupt the disproportionate disciplining of Black students. Focusing on critical ethnographic methods in practice, we analyze the shifting positionalities of a multiracial research team as we grappled with methodological dilemmas in the first three years of the program. We document how we balanced the goals of introducing a race-conscious framework and catalyzing critical consciousness with the realities of constantly renegotiating entry in a school district characterized by colorblindness and colormuteness.

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Book part
Publication date: 26 October 2020

Anton Lewis

Abstract

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“Counting Black and White Beans”: Critical Race Theory in Accounting
Type: Book
ISBN: 978-1-78973-405-8

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Book part
Publication date: 11 April 2017

Elaine Swan

The aim of my chapter is to draw on conceptualisations of sexism, racism, epistemology of white ignorance and critical race theorists’ critiques of white feminism to…

Abstract

The aim of my chapter is to draw on conceptualisations of sexism, racism, epistemology of white ignorance and critical race theorists’ critiques of white feminism to examine critical management studies (CMS) practices. The purpose of the chapter is to acknowledge the contribution of CMS feminists and look to how we can go beyond current practices to include antiracism in our feminisms. In particular, I show how sexism, racism and white ignorance are collectively produced in CMS and operate through mundane, and avoidable, organisational and pedagogical processes. I respond to the editors’ call for chapters by offering a practical politics through the idea of a killjoy manifesto, taking inspiration from the writings of Sara Ahmed. An important part of is that is for white feminism in CMS to attend to critiques from racially minoritised academics, activists and workers. Whilst challenging, I hope the chapter provides practical and theoretical resources and encouragement.

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Feminists and Queer Theorists Debate the Future of Critical Management Studies
Type: Book
ISBN: 978-1-78635-498-3

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Book part
Publication date: 18 August 2014

Wendy Cukier, Suzanne Gagnon, Laura Mae Lindo, Charity Hannan and Sarah Amato

To explore how Critical Management Studies can be used to frame a strategy to effect change and promote diversity and inclusion in organizations.

Abstract

Purpose

To explore how Critical Management Studies can be used to frame a strategy to effect change and promote diversity and inclusion in organizations.

Design/methodology/approach

Drawing on the experience gained from a large multi-sector action research project aimed at promoting equality, diversity and inclusion in organizations, this chapter proposes a multilayer [Critical] Ecological Model.

Findings

While early critical theorists were committed to effecting change, the rise of post-modern critical theory eroded the ground on which to stand, widening the gap between theory and practice. Secondly, the chapter asserts the importance of linking empirical research and critical theory in order to advance equality seeking projects. Thirdly, the chapter provides a [Critical] Ecological model that bridges theory and action in Critical Management Studies, based partly on experience from a large community-based research project. The need for a multifaceted approach to advance equality and inclusion emerged as a way to bridge ideological differences among actors and academics committed to effecting social change.

Practical implications

By addressing directly the challenges of theoretical rifts as well as differences in research focused on micro, meso and macro levels, the chapter builds a framework to allow different stakeholders – scholars, practitioners, activists and change agents across sectors – to take action in advancing inclusion and equality as well as an understanding of interactions between levels.

Originality/value

While sharing similar goals, many approaches to change are fragmented on the level of analysis and by underlying paradigms. This chapter is unique in its focus on ways to bridge theory and practice and to develop a framework for action that accommodates equality seeking theorists and activists working on several levels.

Details

Getting Things Done
Type: Book
ISBN: 978-1-78190-954-6

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