IU Indianapolis ScholarWorks :: Browsing by Subject "Critical Race Theory"

Browsing by Subject "Critical Race Theory"

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Because I Am Human: Centering Black Women with Dis/abilities in Transition Planning from High School to College
(2019-02) Cannon, Mercedes Adell; Thorius, Kathleen; Thompson, Chalmer; Mutegi, Jomo; Rogan, Patricia; Skelton, Seena
There is a dearth of literature about post-secondary transition experiences of Black women with dis/abilities (BWD). In this qualitative study, I explore transition experiences of five post-secondary BWD from high school to college in order to privilege her chronicles and narratives as knowledge. In addition, two urban public high school transition coordinators (TC) participated in the study. Three inquiries guided my dissertation: (1) features of educational experiences narrated by BWD, (2) features of transition services provided to students with dis/abilities, including roles of and approaches as described by the TCs, and (3) how BWD narratives may be leveraged to critique and extend transition services as the TCs described them. I engaged in three semi-structured interviews with six of the seven participants (one interview with the seventh). I drew from Disability Studies/Disability Studies in Education (DSE), Critical Race Theory, and Womanist/Black Feminist Theory and their shared tenets of voice and counternarratives and concepts of social construction and falsification of consciousness to analyze the narratives of BWD participants. I drew from the DS/DSE tenet of interlocking systems of oppression, DisCrit tenet three, race and ability, and constructs of Inputs and Outcomes in work on Modeling Transition Education to analyze the TCs’ narratives and in connection to the narratives of the BWD. Across both sets of participants, three themes in the form of Truths emerged; they were terrible and sticky experiences of racial/dis/ability oppression for the BWDs and, imposing of whiteness and normalization within the transition education practices described by the TCs. For the BWD, those terrible and sticky truths took three forms: (a) Pathologization; (b) Disablement; and (c) Exclusion. Another type of truth in the BWD’s narratives, however, was Subverted Truths: (re)defined identities and radical love, (re)placed competence and knowledge, and (revalued sisterhood and community, the ways of pushing back and resisting the Truths and their effects. I discuss implications for BWD post-secondary transition-planning-and-programming theory, research, policy, practice, praxis, and spirituality.
Diasporic Dances: Theological Musings Betwixt and Between Blackness
(Taylor & Francis, 2017) Tucker Edmonds, Joseph L.
This article brings Black theology in conversation with the diasporic character of Black identity as well as critical theorizing on late capital. By being attentive not only to the normative racializing strategy in the United States, but also attending to the persistence of color caste systems, the contemporary movement of global bodies and theories, and impact of multiple performances of Blacknesses on racial identification, this article argues for a new theological method. This attempt to "trouble" Black race and the Black body, its use in theological scholarship, and to identify its descriptive and analytic deficiencies are facilitated by conversations with African theology, critical race theory, Kelly Brown Douglas and Judith Bulter’s theories on gender and performance. Finally, this article argues for a theology of diaspora that takes seriously the troubling of race, the reconsideration of embodiedness, and the excavation of difference and variety as a liberatory project.
The Immigrant As Outsider-Within: Exploring Identity And Place In Academe
(2006-08-21T15:09:35Z) Alfred, Mary V.
Perhaps the least visible and understood experience in the academy is that of immigrant women of color This absence is connected to issues of power, privilege, discourse, and practices that silence nonwestern voices in an increasingly globalized world. This paper explores the creative tension immigrant women of color face as they try to negotiate identity and place in US higher education.
Nativisim in Immigration : The Racial Politics of Educational Sanctuaries
(University of Maryland, 2019) Nguyễn, David Hòa Khoa; School of Education
Reframing parental involvement of black parents: black parental protectionism
(2016-05-11) Moultrie, Jada; Scheurich, James Joseph; Lopez, Gerardo; Mutegi, Jomo; Scribner, Samantha; Waterhouse, Carlton
In 1787, Prince Hall, a Revolutionary War veteran, community leader, and Black parent, petitioned the Massachusetts legislature on behalf of Black children demanding a separate “African” school. Hall claimed that Black children were met with continuous hostility and suffered maltreatment when attending White controlled schools. Many have documented similar claims and actions by Black parents throughout history. These experiences present a consistent insidious counter-narrative of parental involvement challenging the notion of race neutral schools but congruently demonstrate a racial phenomenon in the purview of parental involvement that is undertheorized. Considering these experiences, my central research question was, how is one involved as a Black parent in their child’s education? Among 16 sets of Black parents, this study explored the relationship between race, racism, parental involvement using critical race theory (CRT), and critical qualitative research methods. Findings indicate that Black parental involvement included the consideration of how race and racism in schools may impact, at the very least, their children’s academic achievement, which led to two means of protection of their children from anticipated or experienced school related racism; racial socialization, which was chiefly exercised as involvement at the home level, and racial vigilance, which seemed to be a pervasive form of involvement at the school and home level. I consider the totality of these parental involvement means, Black parental protectionism drawing from Mazama and Lundy conception of racial protectionism. This finding should reframe our understanding of parental involvement but the implications of Black parent protectionism suggest that Black children need protection from racist institutions. When considering the treatment of Black children in White dominated schools over the last four centuries, perhaps Black parents have been their children’s only saving grace to escape the continuous racial maltreatment in schools through time. Instead of falling into traditional research paradigms, which typically relate involvement to achievement, this study concludes with questioning if Black children can receive an optimal education in a pervasive system of racism in schools regardless of Black parental protectionism.
To be woke, you must be awake: a critical response to white liberals
(Taylor & Francis, 2023) Hayes, Cleveland
Using Critical Race Theory: An Analysis Of Cultural Differences In Healthcare Education
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Coello, Helena M.; Casanas, Jorge A.; Rocco, Tonette S.; Parsons, Michael D.
Critical Race Theory (CRT) was used as a lens of analysis to examine cultural competency in healthcare. Fourteen articles were found related to race/ethnicity and equity. Four themes emerged from our thematic analysis, which were cultural differences, access to healthcare, healthcare disparities, and healthcare education. It is evident that disparities do exist within healthcare and vary among cultures. The healthcare industry must continue to address issues of race, ethnicity and equity through cultural competency. Although there is no simple solution to achieve cultural competency, it can be fostered within healthcare practitioners and education to change the way different cultures are viewed. Healthcare institutions and healthcare professionals must bridge the gaps that still exist between individuals to provide fair, equal and impartial care.
Voices of My Elders: Forgotten Place, Invisible People - A Phenomenological Exploration of the Experiences of African Americans Living in the Rural Southern Black Belt During the Jim Crow Era
(2019-10) Washington, DiAnna; Scheurich, James; Eckes, Suzanne; Medina, Monica; Thompson, Chalmer
The systemic racism imposed on the lives and education aspiration of six of my elders who stayed in the racist South during the ferociously deleterious era of Jim Crow is the focus of this phenomenological critical race study. These stories centered the voices of my elders as powerful weapons to expose white supremacy and the psychophysiological trauma imposed upon my elders. These stories were about the lives, lived experiences, and educational trials and triumphs of six of my Brown and Black hue American elders whose ancestry was born out of slavery and delivered into the vicious Jim Crow era. My work was grounded in Phenomenological Critical Race Theory. Critical Race Theory validates my elders’ narratives and their narratives fortify the tenets of CRT. For you see, racism was an everyday phenomenon my elders experienced as residents of rural Southern America. My elders came to understand “what” they were, Black, by understanding “who” they were not, White. Furthermore, this qualitative phenomenological critical race study was guided by three inquiries, what experiences have you had with Jim Crow; how or in what ways did your experiences with Jim Crow affect your education; and how or in what ways did your experience with Jim Crow affect your life? These inquiries produced four intersecting themes, 1) the survival of racism as part of everyday life, 2) economic exploitation of Black labor, 3) denial of equitable education, and 4) the sociopolitical construction of racial identity, and three significant findings, racist place, sociopolitical oppression, and inequitable education.
We Teach Too: What are the Lived Experiences and Pedagogical Practices of Gay Men of Color Teachers
(Hipatia Press, 2014-06-21) Hayes, Cleveland
This paper speaks to the lived experiences of gay male teachers working in K-12 settings of color as I as an individual researcher and as we as allies to begin to address the pervasive and loud silences of our attenuated presence in education. This study addresses the experiences of gay (one Black male and two Latinos) teachers of color and will identify and analyze characteristics, how the intersections of race and sexuality impact the principles and themes within the teaching strengths of three gay teachers of color and examine how the successful teaching of gay teachers of color can be used to inform social justice-oriented matters.
What can we learn from Big Mama?
(Institute for Critical Education Studies, 2012-03-17) Hayes, Cleveland; Juárez, Brenda G.; Cross, Paulette T.
Taking a multi-generational view, this study draws on oral-life histories and a qualitative, critical race analysis to explore thematic patterns over time and across the educational ideals and pedagogical practices of two African American educators from different generations of the same family—Olivia Smith (Big Mama) and her granddaughter Christie Hayes. We examine how the personal and professional experiences of these two teachers influence their respective understandings of their work and provide the basis of successful teaching for African American learners. By examining the lessons Big Mama taught and Christie learned and subsequently brought into her own classroom, it becomes possible to better understand how to more effectively prepare future teachers to draw on cultural and historical knowledge and thus successfully teach all students.

Browsing by Subject "Critical Race Theory"

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