The Mapping of a Framework: Critical Race Theory and TESOL

In this article, I attempt to elucidate some key intersections between critical race theory (CRT) in synthesis with English language learning as a way to examine linguistic and racial identity in English language teaching. I ask: How does critical race theory apply to English language learners when language rather than race is fore-grounded? What aspects of CRT would assist in theorizing the relationship between language and race for teachers of English to speakers of other languages? In looking to CRT to inform and expand critical approaches to English language teaching, I hope to more closely tie English language learning to issues of race as a way to better understand the intersectionality of these identity factors in the educational context of language teaching and learning. Such inquiry could work to broaden teachers’ knowledge of the ways that linguistic and racial membership inform student learning, and raise awareness about the range of perspectives and cultural interpretations that linguistic minorities may hold.     

Toward a Tribal Critical Race Theory in Education

In this article, I outline the central tenets of an emerging theory that I call Tribal Critical Race Theory (TribalCrit) to more completely address the issues of Indigenous Peoples in the United States. TribalCrit has it roots in Critical Race Theory, Anthropology, Political/Legal Theory, Political Science, American Indian Literatures, Education, and American Indian Studies. This theoretical framework provides a way to address the complicated relationship between American Indians and the United States federal government and begin to make sense of American Indians’ liminality as both racial and legal/political groups and individuals. Bryan McKinley Jones Brayboy is an Assistant Professor in the University of Utah.     

种族批判法学的后现代性分析

美国的种族批判法学是20世纪80年代后期从批判法律研究运动中分离出来的一股新的法学思潮。种族批判法学的后现代性主要体现在其法律实体观和法学方法论两个方面。具体说来，体现在种族批判法学概念的多元性、种族批判法学对法律中立性的质疑以及种族批判法学的方法论等几个方面。     

Exploring the Lived Experiences and Intersectionalities of Mexican Community College Transfer Students: Qualitative Insights Toward Expanding a Transfer Receptive Culture

ABSTRACT

This qualitative study examines the experiences of six Mexican community college transfer students attending a research-intensive institution in the Pacific Northwest. Using semi-structured interviews, the objectives of this study were to 1) understand how Mexican students made meaning of their transfer experiences and 2) how those experiences could inform conceptual and practical thinking toward building a transfer receptive culture at the receiving institution. We use intersectionality as a site of material and discursive possibility to encourage predominantly White receiving institutions to recognize how they position Mexican community college transfer students on campus. Concluding are conceptual and practical recommendations that emphasize institutional and organizational responsibility in creating equitable environments for Mexican community college transfer students.     

Critical Race Theory and Counselor Education Pedagogy: Creating Equitable Training

Infusing critical race theory, the authors discuss specific pedagogical strategies to enhance educational experiences of counselor trainees. The authors then provide an evaluative checklist to facilitate and evaluate curricular integration of critical race theory.     

The Relevance of Critical Race Theory to Educational Theory and Practice

Critical Race Theory (CRT) has its origins in legal analysis but increasingly has been used by educational researchers to analyse the continued salience of institutional racism in educational settings. After providing a brief overview of the history of CRT and the educational issues addressed by critical race theorists, I review two books that explicitly engage critical race theory (CRT). Delgado and Stefancic's (2001) primer on the CRT literature provides an important backdrop for situating Guinier and Torres' (2002) ambitious argument for building grassroots social movements around the concept of political race.     

The Race for Class: Reflections on a Critical Raceclass Theory of Education

This article is intended to appraise the insights gained from Critical Race Theory (CRT) in Education. It is particularly interested in CRT's relationship with Marxist discourse, which falls under two questions. One, how does CRT understand Marxist concepts, such as capital, which show up in the way CRT appropriates them? The article argues that Marxist concepts, such as historical classes, class-for-itself, are useful for race analysis as it sets parameters around the conceptual use of historical races and a race-for-itself. Two, how does CRT understand the role of capitalism, therefore shedding light on its position regarding the class problem? It is no doubt attentive to class power, but this is not the same as performing an immanent critique of capitalism. As a result, within CRT class achieves a color whereby class becomes a variant of race, better known as classism. Race becomes the theory with class vocabulary superimposed on it. Last, I suggest areas where CRT could combine with Marxism in order to forge a Critical Raceclass Theory of Education.     

Gentlemanly Orthodoxy: Critical Race Feminism, Whiteness Theory, and the APA Manual

Although often viewed as burdensome, academic writing guidelines are rarely treated as actively problematic. Even progressive scholars are unlikely to challenge the cultural assumptions or political investments of academic style guides. Yet standards regarding clarity, precision, appropriateness, sensitivity, and objectivity are not politically innocent. In codifying formal guidelines for the presentation of research, academic style manuals reflect and reinscribe the racialized and gendered (among other) power relations characteristic of the academy. Drawing on critical race feminism and whiteness theories, this paper considers how scholarly investments in whiteness and patriarchy organize the influential APA writing guidelines. The present analysis refers specifically to the APA Manual , but similar analyses might apply to aspects of the Chicago and MLA manuals and the Bluebook , among other style guides.     

美国教育批判种族理论的研究综述

20世纪90年代,美国阶级斗争相对缓和,种族问题日渐显现出来.在此背景下,美国教育理论界应运而生出教育批判种族理论.本文通过文献分析,从概念、起源与发展历程、主要观点等角度对这一理论进行深入探讨与评价.     

Critical Race Theory and Education: Racism and anti-racism in educational theory and praxis

What is Critical Race Theory (CRT) and what does it offer educational researchers and practitioners outside the US? This paper addresses these questions by examining the recent history of anti-racist research and policy in the UK. In particular, the paper argues that conventional forms of anti-racism have proven unable to keep pace with the development of increasingly racist and exclusionary education polices that operate beneath a veneer of professed tolerance and diversity. In particular, contemporary anti-racism lacks clear statements of principle and theory that risk reinventing the wheel with each new study; it is increasingly reduced to a meaningless slogan; and it risks appropriation within a reformist “can do” perspective dominated by the de-politicized and managerialist language of school effectiveness and improvement. In contrast, CRT offers a genuinely radical and coherent set of approaches that could revitalize critical research in education across a range of inquiries, not only in self-consciously “multicultural” studies. The paper reviews the developing terrain of CRT in education, identifying its key defining elements and the conceptual tools that characterize the work. CRT in education is a fast-changing and incomplete project but it can no longer be ignored by the academy beyond North America.     

Increasing the Depth of Field: Critical Race Theory and Photovoice as Counter Storytelling Praxis

Thru the Lenz was a youth participatory action project in which a group of urban high school students explored their lives and communities through art, photography, and narrative. Drawing on data from Thru the Lenz, I deploy CRT to reimagine the research space as a place for counter storytelling. Majoritarian stories are stories that invoke and perpetuate white privilege, are based on racist ideology, are pervasive and are told by whites as well as people of color (Solórzano and Yosso in Qual Inq 8:23–44, 2002a). Counter stories are a method and a tool that enable a deeper understanding of the stories the youth co-constructed though their photos and narratives and also challenge the majoritarian stories told about them, their school, and community (Solórzano and Yosso in Qual Inq 8:23–44, 2002a). Specifically, I present the research praxis organized in the form of an emerging counter story based on two key themes: good community and successful school. When constructed using a CRT framework, the students’ stories about their educational experiences provide a strong critique of neoliberal education reform. I conclude with a discussion of the tensions and challenges of engaging in counter story as critical, emancipatory praxis that elucidates the linkages of personal experiences and macro policies (Stovall in Race Ethn Educ 9:243–259, 2006).     

Asian Pacific Americans and Critical Race Theory: An Examination of School Racial Climate

We attempt to answer where the social justice is in service-learning by probing what it is, how it looks in the process of being institutionalized at a Jesuit university, and why it is important. We develop themes about institutionalizing service-learning from a social justice perspective. Our themes were developed through an analysis of service-learning research focused on institutionalization and social justice, and a case study of a Jesuit university attempting to institutionalize it, including five faculty action research service-learning projects. From these themes, we share lessons that we learned from this experience.     

Interrogating Positive Youth Development Through Sport Using Critical Race Theory

ABSTRACT

Sport has the potential to serve as a context in which youth can develop as players and people. Positive youth development (PYD) through sport is a prevalent strength-based approach that aims to promote life skills acquisition in youth participants. The purpose of this article is to demonstrate the utility of critically interrogating PYD through sport using critical race theory (CRT). Select key tenets of CRT serve as analytical tools that can highlight potentially problematic assumptions that underline current approaches to PYD through sport. Interrogation of PYD through sport using CRT exposes its limitations in theory, research, and practice. This race-centered perspective can help to reimagine sport coaching for positive development from a more socially responsible, critical praxis.     

Introductory Overview to the Special Issue Critical Race Theory and Education: Recent Developments in the Field

What can critical race theory, a movement that has its roots in legal scholarship, contribute to research in education? Plenty, as it turns out. Much of the national dialogue on race relations takes place in the context of education--in continuing desegregation and affirmative action battles, in debates about bilingual education programs, and in the controversy surrounding race and ethnicity studies departments at colleges and universities. More centrally, the use of critical race theory offers a way to understand how ostensibly race-neutral structures in education--knowledge, truth, merit, objectivity, and "good education"--are in fact ways of forming and policing the racial boundaries of white supremacy and racism (Roithmayr, 1999, p. 4).     

评阿多诺的大众文化批判理论

阿多诺"最先把大众文化和高等文化同时纳入到现代文化的理论研究视野",为法兰克福学派的大众文化批判奠定了基调.阿多诺的大众文化批判理论是对商品化、标准化、强制化的大众文化造成的现代工业社会文化危机的回应,他提倡一种具有否定、批判和乌托邦功能的"反艺术",认为只有这样的艺术才能消除绝望、拯救心灵、拯救现实.阿多诺的大众文化批判理论暴露了当代资本主义的矛盾和危机,但同时也带有明显的局限性和缺陷.     

影视作品在高职高专英语教学中的文化导入应用

随着高职高专英语教学改革的不断深入,原版影视作品已经成为英语教学中不可或缺的重要介质。同时,随着国际交流的日益普及,如何利用好原版影视作品这个文化载体,在对学生进行语言培养的同时导入西方文化,已成为广大高职高专英语教师刻不容缓的任务。