(2009). Traversing Territories. Curriculum Inquiry, v39 n1 p97-110 Jan. This article presents a review of five chapters in \Part II, Section C: Diversifying Curriculum\ of \The SAGE Handbook of Curriculum and Instruction\ (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). These chapters [\Curriculum and Cultural Diversity\ (Gloria Ladson-Billings, Keffrelyn D. Brown. Chapter 8, pp. 153-175); \Identity, Community, and Diversity: Retheorizing Multicultural Curriculum for the Postmodern Era\ (Sonia Nieto, Patty Bode, Eugenie Kang, John Raible. Chapter 9, pp. 176-197); \Students' Experience of School Curriculum: The Everyday Circumstances of Granting and Withholding Assent to Learn\ (Frederick Erickson, with Rishi Bagrodia, Alison Cook-Sather, Manuel Espinoza, Susan Jurow, Jeffrey J. Shultz, Joi Spencer. Chapter 10, pp. 198-218); \Immigrant Students' Experience of Curriculum: The Changing Multicultural and Multilingual World Landscape\ (Ming Fang He, JoAnn Phillion, Elaine Chan, Shijing Xu. Chapter 11, pp. 219-239); and \Teaching for… [Direct]
(2006). Critical Race Studies in Education: Examining a Decade of Research on U.S. Schools. Urban Review: Issues and Ideas in Public Education, v38 n4 p257-290 Nov. In this article, the authors critically synthesize how Critical Race Theory (CRT) as an emerging field of inquiry has been used as a tool of critique and analysis in K-12 education research. The authors point out that CRT has been used as a framework for examining: persistent racial inequities in education, qualitative research methods, pedagogy and practice, the schooling experiences of marginalized students of color, and the efficacy of race-conscious education policy. The authors explore how these studies have changed the nature of education research and stress the need for further research that critically interrogates race and racism in education…. [Direct]
(2001). Statewide Assessment Triggers Urban School Reform: But How High the Stakes for Urban Minorities?. Education and Urban Society, v33 n3 p313-19 May. Uses critical race theory to critique three articles on accountability, testing, and academics in schools with minority group and low-income students, raising questions about the viability of interest convergence theory in arguing that accountability promotes equity and pointing out that gender issues remain unanswered in debates focused on race and socioeconomic class. (SM)…
(1995). School Mathematics and African American Students: Thinking Seriously about Opportunity-to-Learn Standards. Educational Administration Quarterly, v31 n3 p424-48 Aug. Employs critical race theory to examine the potential influence of opportunity-to-learn standards on African American students' mathematics education. Questions these standards' adequacy. Equal opportunity standards should be built on the rapid growth and changes in mathematics, constructivist learning principles, the concept of fiscal adequacy, and cultural factors that influence mathematics learning. (121 references) (MLH)…
(1998). Race: The Absent Presence in Composition Studies. College Composition and Communication, v50 n1 p36-53 Sep. Finds that "color- and power-evasive paradigms" for thinking about race dominate in public discourse; argues that they also dominate in composition studies. Pinpoints critical race theory as a movement of legal scholarship that investigates how racial inequities are sustained through legal discourses. Discusses the works of theorists Derrick Bell and Patricia Williams. (PA)…
(2011). Traditionally Untraditional: The Career Trajectory Navigation of California Community College Women of Color Administrators. ProQuest LLC, Ed.D. Dissertation, University of California, Davis. This qualitative study examines deeply the career trajectories of 13 women of color administrators at the dean, vice president, and president levels in the California community college (CCC) system. The study focuses particular attention on the specific opportunities and challenges that some of these women have encountered on their leadership career journeys by analyzing the following research question: How have women of color administrators navigated their career trajectories in the California Community College system? In addition, a subquestion asks, what strategies and sources of support have women of color in the California Community College system used to overcome multiple obstacles in their professional lives as administrators? In addition to describing the context of a post-affirmative action/Proposition 209 environment that does not allow race to be a sole or primary factor in CCC hiring decisions, the study reviews the relevant literature on the subjects of career… [Direct]
(2020). "Educadoras de la Comunidad Negociando Conocimiento": A Latinx Critical and "Testimonio" Approach. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. This dissertation is a qualitative research case study of three Latina "educadoras." The data analyzed comes from a larger research study (PROJECT) focused on teacher professional development aimed at incorporating emergent bilingual students' funds of knowledge in the development of curriculum that promotes greater equitable outcomes. With data consisting of individual and focus group interviews and videotaped lessons focused on mathematics and science concepts, I use Latinx critical race (LatCrit) theory and "testimonio" as my theoretical and methodological approach (Bernal, Burciaga & Carmona, 2012) to explore how race, identity, and power mediate a culturally relevant and inclusive curriculum in the Little Village neighborhood of Chicago. Through the telling of their "testimonios" through the lens of their own racial, linguistic, and "matematicas" learning experiences, Latina "educadoras" position their understanding, struggle… [Direct]
(2024). The Black Teacher Tapes: Thinking through Fugitivity to Counter Curricular Violence. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Education has always been attached to the "American Dream," an abstract concept built from the ashes of conquest and capitalism. The dream is one of property and privacy, money and power, the ability to live a life free from obstacles. However, the American dream isn't complete without an antagonist. For a long time the antagonist has been Black women, men, and children. Our backs have been stood on so that others can dream, neglecting our need to live a life just as prosperous as those "protagonists." The colonizers achieved this mission through chains and later anti-literacy laws–knowing that education is power. Not unrecognized by those ancestors who were enslaved, learning to read and write became key to their freedom. Sneaking glances of books on the shelves of plantation houses, tracing letters into the palms of young children, Black education in America was born in the shadows of the cotton fields. Fugitives became teachers as they slowly carved out spaces… [Direct]
(2023). Doing Decolonisation: Cultural Reconnection as Political Resistance in Schooling. Australian Educational Researcher, v50 n1 p147-165 Mar. As the final piece of scholarship in the special issue, this paper pulls together data from the "Aboriginal Voices" project to analyse how Aboriginal students in Australia today experience schooling, particularly in relation to the futurity of their identity as sovereign First Nations Peoples. Using Decolonising Race Theory as a key methodological framework in this special issue enabled an assessment of the purpose and effects of coloniality to acknowledge the survival and innovation of First Nations Peoples in resisting and imagining a future otherwise. In doing so, the empirical data, and provocations, presented throughout this collection, opens up possibilities for exploring how the centrality of sovereignty impacts young Aboriginal students' interactions with and experienced success within the Australian schooling system…. [Direct]
(2006). Un/Masking Identity: Healing Our Wounded Souls. Qualitative Inquiry, v12 n6 p1067-1090 Dec. Using personal narrative, this article examines how masks function to subordinate African American and Latina women in the academy. The article uses Critical Race Theory and more specifically critical race gendered epistemologies, including Black feminist thought and Chicana feminist epistemology, to understand how females of color resist in the academy. Interweaving two narratives, the narrative of an African American woman and her experiences in the White academy with the author's personal narrative about resisting cultural and linguistic domination, this article seeks to understand the process of redefinition leading toward self empowerment. Critical in exposing hidden truths, the article unmasks racism in the White academy, challenging the dominant discourse…. [Direct]
(2006). A Critical Race Analysis of the Achievement Gap in the United States: Politics, Reality, and Hope. Leadership and Policy in Schools, v5 n1 p71-87 Mar. Federal educational legislation in the United States has focused increased attention on the racial achievement gap between minority and majority students. The No Child Left Behind (NCLB) legislation has forced high-stakes accountability in public schools, with the assumption that these policies will create performance pressures on schools to improve achievement. Yet, there is considerable evidence that performance pressures alone are unlikely to reverse long-standing racialized policies and practices that remain neither well understood nor easily reversed. This article analyzes the racial achievement gap and NCLB utilizing a form of oppositional scholarship called Critical Race Theory (CRT) to uncover inequity and social injustice in U.S. schools…. [Direct]
(1998). Democracy, Education, and Multiculturalism: Dilemmas of Citizenship in a Global World. Presidential Address. Comparative Education Review, v42 n4 p421-47 Nov. Outlines problems in reconciling tensions among theories of citizenship, democracy, and multiculturalism in the context of capitalist societies, and resulting implications for comparative education scholars. Discusses the Enlightenment as foundation of citizenship, feminist criticism, postcolonialism, critical race theory, and social movements. Focuses on the opposition of canon and culture and the role of education in identity and citizenship formation. (SV)…
(1999). Race and Gender Issues: Critical Race Feminism. Journal of Intergroup Relations, v26 n3 p14-25 Fall. Introduces a new body of legal scholarship on race and gender: critical race feminism (CRF), examining critical legal studies, critical race theory, and feminism. Explains the term "global multiplicative identities" as it relates to CRF and concludes that CRF has the potential to benefit from more sustained interaction with human rights workers in the United States and elsewhere. (SM)…
(2008). Beyond All Reason Indeed: The Pedagogical Promise of Critical Race Testimony. Race, Ethnicity and Education, v11 n3 p251-265 Sep. Critical race testimony is the act of bearing witness–from a critical perspective–to the ways in which racism is inflicted on and inflected in one's life experiences. In this article, the author begins her process of theorizing within the context of a classroom dilemma, which compels her to expand on the meaning and value of critical race testimony to a socially just pedagogy of race. She provides a brief historical analysis of critical race testimony, locating it within the Black autobiographical tradition, and most notably within the work of W.E.B. DuBois, who insinuated throughout his body of work that a \purely\ rational approach to race was an incomplete and thus to some extent ineffective approach to redressing notions of race and practices of racism. This tradition, the author suggests, has been revived and reasserted within the context of critical race theory's use of the Black (Latino, Native, Asian, and European) autobiographical voice through counter-storytelling–not as… [Direct]
(2008). The Song Remains the Same: Transposition and the Disproportionate Representation of Minority Students in Special Education. Race, Ethnicity and Education, v11 n4 p337-354 Dec. The disproportionate representation of minority students in special education has long been recognised as a problem in the United States. It is, however, only with the 2004 authorisation of the Individuals with Disabilities Education Improvement Act (IDEA) that Congress has tried to prescribe a remedy for this. Beginning with a deconstruction of the case law, public law and policy interpretations built around IDEA, this paper will first use an understanding of the concept of "institutional ablism" as it has been developed within disability studies, to challenge the widely accepted view of IDEA as civil rights legislation. Drawing on Critical Race Theory, the article will then offer a further deconstruction of IDEA focusing on the IDEA's attempt to address the disproportionate representation of minority students in special education. The analysis of the law illustrates the use of a mechanism that I will call "transposition": the use of the legally accepted… [Direct]