(2007). Native Mascots and Ethnic Fraud in Higher Education: Using Tribal Critical Race Theory and the Interest Convergence Principle as an Analytic Tool. Equity & Excellence in Education, v40 n1 p3-13 Jan. This article examines one university's policies regarding Native mascots and ethnic fraud through a Tribal Critical Race Theory analytic lens. Using the principle of interest convergence, we argue that institutions of higher education allow and even work actively towards a particular form or level of diversity, but they do not extend it far enough. Once racial remedies no longer hold value or benefit the institution itself, the status quo is maintained. Ultimately, the university has an interest in "celebrating" diversity and supporting superficial multiculturalism, but it does not have an interest in critical, social justice-oriented policies that challenge the status quo, the current racial order, or the institution's privilege and power. (Contains 12 notes.)… [Direct]
(2007). "This Is No Slum!": A Critical Race Theory Analysis of Community Cultural Wealth in Culture Clash's "Chavez Ravine". Aztlan: A Journal of Chicano Studies, v32 n1 p145-179 Spr. Drawing on a critical race theory framework, this article weaves together sociology, education, history, and performance studies to challenge deficit interpretations of Pierre Bourdieu's cultural capital theory and to analyze Culture Clash's play Chavez Ravine. The play recounts a decade of Los Angeles history through the perspectives of displaced Mexican American families from three former neighborhoods of Chavez Ravine. Culture Clash's performance recovers and personifies the community cultural wealth cultivated by these families. This multifaceted portfolio of cultural assets and resources includes aspirational, linguistic, social, navigational, familial, and resistant capital. Chavez Ravine affirms the continuity of Chicana/o communities, utilizing culture as a source of strength that facilitates survival and nurtures resistance. (Contains 6 figures and 27 notes.)… [Direct]
(2002). Experimentations with Critical Race Theory and Teacher Education Students. This paper describes how two white, female teacher educators openly addressed white racism with their white preservice students in order to help them become more aware of the advantages and biases inherent in their positionality as white teachers. They sought to move students past feelings of guilt and helplessness and avoid the dominant culture resentment against cultures of color. They helped student teachers open up to discourses of white racism and move beyond feelings of defensiveness, instead becoming critical of ways in which defensiveness and resentment signified the effects of white racism on their own beliefs and actions. Discussions were conducted in trusting, nonjudgmental environments. One of the teachers explored the thoughts and beliefs of three white student teachers who completed their student teaching in a predominantly Mexican-American school. The other teacher assigned her white student teachers to tutor English language learners in a local public school….
(2000). Deconstructing Disney: Chicano/a Children and Critical Race Theory. Aztlan: A Journal of Chicano Studies, v25 n1 p7-46 Spr. The Walt Disney Company's shift in ideology from conservatism to liberal multiculturalism is examined, focusing on corporate history, Disney's hegemonic dealings with Latin American and U.S. Hispanic communities, and Disney's role as cultural producer and facilitator of multiculturalism. Analysis of The Lion King points out its contributions to conformist nation-building agendas and a new politics of exclusion. (Contains 87 references.) (Author/TD)…
(2009). African American Football Athletes' Perspectives on Institutional Integrity in College Sport. Research Quarterly for Exercise and Sport, v80 n1 p102-116 Mar. This qualitative case study used tenets of critical race theory and a single focus group and individual interviews with 4 African American football athletes at a predominantly White institution of higher education (PWIHE) in an effort to bring the voices of this marginalized group into the dialogue on issues concerning institutional integrity in college sport. Institutional integrity involves an athletic program's actual commitment to the educational interests of college athletes as expressed through their structures, functions, and activities. Three themes emerged from the data: (a) there is a need for more African American role models in leadership positions within the athletic departments of these PWIHE; (b) there is a need for more financial support for athletes; and (c) African American athletes should be given a platform to voice concerns. These findings have implications for those educational stakeholders and researchers who are genuinely concerned with institutional integrity… [Direct]
(2009). Intersectionality and Research in Psychology. American Psychologist, v64 n3 p170-180 Apr. Feminist and critical race theories offer the concept of intersectionality to describe analytic approaches that simultaneously consider the meaning and consequences of multiple categories of identity, difference, and disadvantage. To understand how these categories depend on one another for meaning and are jointly associated with outcomes, reconceptualization of the meaning and significance of the categories is necessary. To accomplish this, the author presents 3 questions for psychologists to ask: Who is included within this category? What role does inequality play? Where are there similarities? The 1st question involves attending to diversity within social categories. The 2nd conceptualizes social categories as connoting hierarchies of privilege and power that structure social and material life. The 3rd looks for commonalities across categories commonly viewed as deeply different. The author concludes with a discussion of the implications and value of these 3 questions for each… [Direct]
(2011). An Autoethnography of a First-Time School District Superintendent: Complicated by Issues of Race, Gender, and Persistent Fiscal Stress. ProQuest LLC, Ed.D. Dissertation, University of California, Berkeley. This inquiry used autoethnography methodology in a self-narrative format that places the self within the position of a first time Superintendent as an African American woman. The design of this research will allow the reader to travel with me through my experiences to obtain information about the challenges and obstacles of the superintendent position. The study will focus on three dimensions of superintendent leadership, (a) Policy and Governance: Board and Community Relationships, (b) Organizational and Human Resources Management, and (c) Leadership and District Culture. The research design use of autoethnography, linked with the theoretical framework of Critical Race Theory (CRT), and sensemaking and sensegiving of organization management will allow for the examination of the dimensions of superintendent leadership through the experiences of the researcher. These dimensions will be reflected upon, analyzed, and interpreted within their broader social context. Implications and… [Direct]
(2011). A Critical Analysis of Curriculum and Pedagogy in Indigenous Education: Engaging Hopi and Tewa Educators in the Process of Praxis. ProQuest LLC, Ph.D. Dissertation, Purdue University. This Critical Indigenous Qualitative Research study examined the ways in which K-12 Hopi/Tewa educators and principals negotiated curriculum and pedagogy selected for Hopi/Tewa students. Specifically, the study examined: (1) how the developing theoretical frameworks of Red Pedagogy (Grande, 2004) and Tribal Critical Race Theory (Brayboy, 2006) affected K-12 Hopi/Tewa teachers and principals; and (2) the curricular and pedagogical choices for Hopi/Tewa learners. The theoretical frameworks provided a lens through which the participants analyzed Western frameworks and re-considered Indigenous worldviews through the examination of curriculum and pedagogy. Once exposed to the concepts proposed within the theoretical frameworks (i.e., assimilation, decolonization, hegemony, power, Indigenous knowledge and sovereignty), the participants engaged in a process of praxis around aspects of curriculum and pedagogy serving Hopi/Tewa schools. Within the dialogical and dialectical space of this… [Direct]
(2011). Sports Biographies of African American Football Players: The Racism of Colorblindness in Children's Literature. Race, Ethnicity and Education, v14 n3 p331-349. This is an exploratory study of racism in a genre of children's literature that has been largely overlooked by research and teaching in multicultural children's literature: sports biographies and, in particular, the biographies of African American professional football players. By examining the race bias of this genre of children's literature, the study addressed the question: How is race represented in the biographies of African American professional football players in texts written for elementary school-aged children? Critical race theory was used to inform the analysis of data, particularly as it relates to the relationship between the practice of race colorblindness and property as well as its promotion of storytelling by people of color as the central method of representing their biographies, for literary, cultural and legal purposes. After a textual analysis of eight popular biographies, the study found that these children's books tend to reflect the racism of colorblindness,… [Direct]
(2011). Emergency Preparedness as Public Pedagogy: The Absent-Presence of Race in "Preparing for Emergencies". International Journal of Lifelong Education, v30 n6 p749-762. Emergency preparedness can be considered to be a form of lifelong learning and public pedagogy with implications for race equality. The paper is based on an ESRC project "Preparedness pedagogies and race: an interdisciplinary approach" considering the policy process around the construction of the "Preparing for Emergencies" (PFE) campaign. This campaign which appeared as a leaflet (distributed to every household in the UK) and as a television campaign was a belated response to preparedness by the UK government post-9/11. The results in the paper are based on 20 interviews and two focus groups conducted in 2009-2010. Interviews were conducted with a previous home secretary, members of the cabinet office, private sector security consultants, civil servants and emergency planning committees. Using a Critical Race Theory (CRT) informed methodology we find that both for white and BME (Black and Minority Ethnic) respondents in our focus groups "race" and… [Direct]
(2003). The (Racially Neutral) Politics of Education: A Critical Race Theory Perspective. Educational Administration Quarterly, v39 n1 p68-94 Feb. Argues that the influence of Critical Race Theory has not spread significantly into the field of educational leadership, where the discourse on diversity has failed to penetrate the silence of racism in schooling. Confronts the silence on race in schools and summons scholars in the politics of education field to critically analyze race. (Contains 142 references.)(Author/PKP)…
(2008). Culture Clash Invades Miami: Oral Histories and Ethnography Center Stage. Qualitative Inquiry, v14 n6 p865-895. Using a critical race theory (CRT) framework, this article compares the playwriting methods of the Chicano–Latino theater trio, Culture Clash, to a counterstorytelling methodology. The author uncovers the tenets of a critical race theater in the trio's site-specific ethnographic play, "Radio Mambo: Culture Clash Invades Miami". He argues that this performance art consciously challenges social and racial injustice by illuminating the lives and histories of diverse urban communities. Grounded in a Chicana/o "teatro rasquache" aesthetic, Culture Clash's theatrical ethnographies speak to a broad array of audiences about race, class, culture, gender, and identity. (Contains 5 figures and 27 notes.)… [Direct]
(2008). Race and the Greek System in the 21st Century: Centering the Voices of Asian American Women. NASPA Journal, v45 n1 p103-132. Analyzing interviews with 18 Asian American female undergraduates, this study seeks to understand how participants viewed the sorority system at a predominantly White institution in the Southeastern United States. Drawing from critical race theory, I argue that the ways in which women perceived and experienced both acceptance and marginalization in the Greek system testify to the complexity and subtlety of racial politics on campus. While women generally perceived sororities as open access, they also reported instances in which race mattered, such as the presence of status hierarchies within the sorority system and the underrepresentation of women of color in sororities. (Contains 1 table and 1 footnote.)… [Direct]
(2008). Remember the Reader: A Manifesto. Chronicle of Higher Education, v55 n17 pB7 Dec. Literary studies is in the doldrums. Wave after wave of revisionism has washed over literature departments in the last few decades, bringing a miscellany of new methods and critical tools, from cultural materialism to critical race theory, deconstruction to disability studies, the new historicism to the new formalism. Yet, even as people's ways of reading have become more searching and sophisticated, the stories they tell themselves and others about what they do and why they do it have grown hesitant and faint-hearted. The author discusses how one can develop rationales for reading and talking about books without lapsing into what she terms \the canon worship of the past.\… [Direct]
(2008). Inside and outside Gifted Education Programming: Hidden Challenges for African American Students. Exceptional Children, v74 n4 p433-450 Sum. This qualitative study used Critical Race Theory as a theoretical framework to examine the meaning, context, and process by which 12 African American students in gifted education programs formulated perceptions of their experiences in those programs. The following themes emerged from the semistructured, biographical questionnaires and individual interviews: (a) critical issues facing gifted African American students; (b) ways that the students navigate the perils of gifted education; and (c) the benefits of gifted education. These themes highlight the salience of race inside and outside gifted education programs. The research findings also provide practical applications for teachers, principals, school counselors, and parents. (Contains 1 table.)… [Direct]