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Critical race theory (CRT) seems to face a never-ending baptism by fire. When the Trump administration sought to ban CRT from American federal training courses in 2020…
Critical race theory (CRT) seems to face a never-ending baptism by fire. When the Trump administration sought to ban CRT from American federal training courses in 2020, this may have come as a shock to few (Lang, 2020). Perhaps of greater surprise was that mutual sentiments resonated with the UK Minister for Equalities Kemi Badenoch, a black female, who appears to oppose the teaching of CRT in principle (Thrilling, 2020). The resurgence of such denunciations is problematic in a Western world which is primed for social activism, particularly for scholars in higher education institutions, where CRT has been gaining traction as a guiding framework for research into antiracism, fairness and affirmative action. This chapter suggests that the condemnation of CRT is neither unexpected nor is it altogether absurd. Nevertheless, it aims to provide a balanced metatheoretical ‘criticism’ of CRT and offer a view on the suitability of, and prospects for, its activist research agenda in higher education. Quite often, criticisms of CRT reflect issues with its origin as a troubled bricolage of conveniently assembled ‘tenets’, which do not lend themselves easily to the burden of evidentiary production required in higher education research and practice. In this review, I analyse CRT, through its bricolage-style characteristics, as primarily an explanatory theory, with respect to its application against racialised issues in higher education policy. It is hoped this chapter offers academic and activist researchers a way past the shadow of CRT's bricolage, by defusing some of the misgivings towards its inherent limitations.
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…
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.
Purpose – We examine the reading lists for required foundational library and information science (LIS) courses at the top 20 American Library Association-accredited LIS…
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.
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…
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.
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…
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.
Purpose – We share experiences from the research process that expose the shortcomings and flaws of the different research production review mechanisms…
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.
While scholars recognize that parent engagement in children’s education is beneficial, much of the normative parent involvement literature rests on the assumption that…
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.
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…
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.