Thinking Problems

We investigated in two surveys if and how a cluster of factors derived from intersectionality, feminist, critical race, postcolonial, queer and class theory would predict woke attitudes in Sweden. In Study 1, index variables corresponding to these factors were entered into a hierarchical regression together with variables measuring ingroup identification and political orientation. All indexes were found to be reliable and correlated with self-assessed wokeness. Indexes related to feminist and queer theory were highly important, while intersectionality, critical race theory, and class theory were less important in predicting self-assessed wokeness. Measures of ingroup identification and political orientation were also found to be important. In Study 2, testing the same factors in a full model largely replicated these findings. A more parsimonious model suggested that feminist and queer theory were the most important predictors of self-assessed wokeness. In addition, while measures of social-domination orientation and right-wing authoritarianism had no unique effects, affective polarization was a strong predictor in predicting self-assessed wokeness in Sweden.

A 2023 Choice Reviews Outstanding Academic Title Queering Philosophy provides a critical introduction to and engagement with current conversations and emerging themes at the nexus of queer theory and philosophy. Much more than a summary of recent work, this book presents an intersectional, thematic approach that highlights scholarship at the cutting edge of queer, feminist, disability, and critical race theories, defines the parameters of contemporary queer philosophy, and argues that a queer philosophy must aim to queer philosophy. Queering Philosophy explores the possibility of doing philosophy otherwise. In doing so, the book explores feminist, critical race, and critical disability theories to advance a queer feminist critique, and challenges the unacknowledged whiteness and other forms of marginalization that have characterized the mainstream of philosophy and queer theory’s archive. This accessible and important book is ideal for courses in philosophy and gender, sexuality, race and disability studies.

Teaching (Cooperative) Business: The “Bluefield Experiment” and the Future of Black Business Schools

Teachers of English to Speakers of Other Languages (TESOL) scholars have recently drawn on critical race theory (CRT) to critique and understand the propagation of Whiteness as a norm associated with native English speakers. However, the area of language studies, more broadly defined, has yet to develop the same link with CRT. To this end, this article proposes and introduces an emerging theoretical and analytical framework called LangCrit, or Critical Language and Race Theory. LangCrit puts the intersection of the subject-as-heard and the subject-as-seen at the forefront of interpretation and analysis. This article urges language studies scholars, both within the field of English language teaching and beyond, to continue to look for ways in which race, racism, and racialization intersect with issues of language, belonging, and identity.

The frequent police killings during the COVID-19 pandemic forced a reckoning among Americans from all backgrounds and propelled the Black Lives Matter movement into a global force. This manuscript addresses major issues to aid practitioners in the effective treatment of African Americans via the lens of Critical Race Theory and the Bioecological Model. We place the impacts of racism on Black families in historical context and outline the sources of Black family resilience. We critique structural racism embedded in all aspects of psychology and allied fields. We provide an overview of racial socialization and related issues affecting the parenting decisions in Black families, as well as a detailed overview of impacts of structural racism on couple dynamics. Recommendations are made for engaging racial issues in therapy, providing emotional support and validation to couples and families experiencing discrimination and racial trauma, and using Black cultural strengths as therapeutic resources.

Foreword: The Evolving Role of Critical Race Theory in Educational Scholarship Gloria Ladson-Billings Introduction: All God's Children Got a Song Section I: Critical Race Theory and Education in Context 1. Toward a Critical Race Theory of Education Gloria Ladson-Billings and William F. Tate, IV 2. And We Are Still Not Saved: Critical Race Theory in Education Ten Years Later Adrienne Dixson and Celia Rousseau Section II: Critical Race Theory Constructs 3. The First Day of School: A CRT Story Celia Rousseau and Adrienne Dixson 4. Peddling Cackwards: Reflections of Plessy and Brown in the Rockford Public Schools De Jure Desegregation Efforts Thandeka Chapman 5. 'Proving Your Skin is White, You Can Have Everything': Race, Racial Identity and the Property Rights in Whiteness in the Supreme Court Case of Josephine DeCuir Jessica DeCuir-Gunby 6. Keeping it Real: Race and Education in Memphis Celia Rousseau 7. Critical Race Perspectives on Desegregation: The Forgotten Voices of Black Educators Jerome Morris 8. Parent(s): The Biggest Influences in the Education of African American Football Student-Athletes Jamel Donnor Section III: The Interdisciplinary Nature of Critical Race Theory 9. Whose Culture has Capital? A Critical Race Theory Discussion of Community Cultural Wealth Tara J. Yosso 10. Critical Race Ethnography in Education: Narrative, Inequality, and the Problem of Epistemology Garret Duncan 11. The Fire This Time: Jazz, Research and Critical Race Theory Adrienne Dixson Section IV: Critical Race Theory in US Classrooms and Internationally 12. Where the Rubber Hits the Road: CRT Goes to High School David Stovall 13. Critical Race Theory Beyond North America: Towards a Trans-Atlantic Dialogue on Racism and Antiracism in Educational Theory and Praxis David Gillborn Conclusion 14. Ethics, Engineering, and the Challenge of Racial Reform in Education William F. Tate, IV

Ways Forward in Preventing Severe Maternal Morbidity and Maternal Health Inequities: Conceptual Frameworks, Definitions, and Data, from a Population Health Perspective.

This article examines how Latina/o professors perceive, experience, and reflect on the tenure and promotion process. Findings for this longitudinal study are drawn from a purposive sample of nine female and seven male, Latina/o tenure-track faculty participants. Using a Critical Race Theory, Latino Critical (LatCrit) Race Theory, and Chicana Feminist framework, this article documents fundamental inequities in the tenure and promotion policies and practices that affected the Latina/o faculty in this study. Using narrative data, educational biographies, in-depth semi-structured interviews, and unstructured ethnographic interviews, this study found four common themes: (1) tenure and promotion processes functioned as a “tool of fear,” (2) the tenure and promotion process was like a “moving target,” (3) tenure provided limited forms of respect but not full membership, and (4) Latina/o supervivencia enabled the professors to thrive despite unsupportive and sometimes hostile campus and departmental climates.

Locating Paradise in the Post–Civil Rights Era:Toni Morrison and Critical Race Theory Richard L. Schur (bio) Home is not a little thing. Toni Morrison, Paradise This article attempts to "locate" Toni Morrison's Paradisein the post-civil rights era by identifying its place within contemporary discussions about African American culture and the civil rights movement's legacy. Paradise is but one instance of an ongoing conversation among critical race theorists about the possibility of social, cultural, and legal reform. In the twenty-eight-year period between the publication of The Bluest Eye (1970) and Paradise (1998), the civil rights movement declined as a contemporary social force. By the early 1980s, critical race theory emerged and began "uncover[ing] the ongoing dynamics of racialized power, and its embeddedness in practices and values which have been shorn of any explicit, formal manifestation of racism" (Crenshaw et al. xxix). The 1990s brought groundbreaking books that developed critical race theory and blurred disciplinary boundaries to demonstrate how discursive spheres have been racialized, gendered, classed, and sexed (Bell, Delgado, Guinier, hooks and West, and Williams). Due to its engagement with critical race theory, Morrison's novel translates paradise from a universalized concept that transcends race, class, nation, and gender toward a smaller, more local, and more "manageable" version. Paradise exemplifies and contributes to these new discourses on race and otherness by narrating the complementary histories of an all-black town (named Ruby) in rural Oklahoma and the nearby [End Page 276] convent that became a refuge for young women. The stories ultimately come together at the conclusion of the civil rights movement when the men of Ruby attack the "Convent Women" to drive them off and/or kill them. Through these interwoven stories, Morrison describes how the idealization of whiteness haunts the Convent and Ruby (spaces seemingly free from racism and white people), and how racial identity is always gendered and gender identity always raced.1 By situating the novel in the late 1960s and early 1970s, Morrison captures the shift from the civil rights movement to the post-civil rights era, in which the realities of racial integration and gender equality, as putative paradises, were first being examined. Morrison insists that there can be no simple escape from the effects of race, racism, gender, and sexism without some sort of decolonization. In Paradise, Morrison portrays how African Americans have houses, but not homes. Haven, this group's first settlement, and then Ruby fail to live up to their names because racist and sexist ideologies do not respect the borders established by the townspeople. These communities based on a utopian ideal are not homes because the racial ideologies that the inhabitants of Ruby sought to escape follow them within their hearts and minds. As in much of Morrison's work, racist ideologies transform "domestic" sites into racialized spaces due to the racism and sexism built into their foundations. Paradise thus testifies to the difficulties of building a real home within the racialized soil of the United States. In her nonfiction writings, Morrison has explored how an unspoken African American presence haunts American literature [End Page 277] ("Unspeakable Things" 210, 212). Thus the very foundation of Morrison's fiction, the discipline of literature, is marked by racialization. These racializations come to shape how scholars and students understand literary texts, including her own. Morrison has argued that "[f]or the most part, the literature of the United States has taken as its concern the architecture of a new white man" (Playing in the Dark 14-15). Her interrogation of literature's foundations suggests that perhaps other disciplinary tools, methods, and concerns may be useful in uncovering the effects of literature. To do justice to Paradise, students of Morrison must not use the tools of the literary tradition to limit the meaning of her work. While at work on Paradise, Morrison stated in a speech that "[i]n the novel I am now writing, I am trying first to enunciate and then eclipse the racial gaze altogether" ("Home" 9). In that same speech, she characterized her entire oeuvre as seeking a way "to convert a racist house into a race-specific yet nonracist home" ("Home...

Irish Travellers have long endured racism in Ireland. In education, they have experienced significantly lower participation and academic achievement rates relative to the settled community. This paper draws on a study examining how an intercultural approach to education was implemented in one urban DEIS post-primary school with a highly diverse student population. Informed by Critical Race Theory, an in-depth qualitative case study design was implemented. Data collection involved twenty-eight semi-structured interviews with staff, Traveller students, ‘other’ minority ethnic students, and White settled Irish students. Data analysis involved several coding stages, and the development of categories. This paper examines one category focusing on issues of identity, belonging, and relationships amongst minority ethnic groups in the school, with a particular focus on the Traveller participants. Participants’ constructions of ‘normality’ are considered with regard to how people ‘look’ and behave as well as their perceptions of student peer relationships and the lack of engagement between student groups. The findings are interrogated in the context of Critical Race, feminist, and class theories, and the prevailing discourse about educational disadvantage. The recommendations for policy, practice, and future research provided emphasise the need for critical engagement with and sensitive implementation of intercultural education in post-primary schools.

While critical race theory is a framework employed by activists and scholars within and outside the confines of education, there are limited resources for leadership practitioners that provide insight into critical race theory and the possibilities of implementing a critical race praxis approach to leadership. With a continued top-down approach to educational policy and practice, it is imperative that higher education leaders understand how critical race theory and praxis can assist them in utilizing their agency and roles as leaders to identify and challenge institutional and systemic racism and other forms/manifestations of oppression (Stovall, 2004). In the tradition of critical race theory, we are charged with the task of operationalizing theory into practice in the struggle for, and commitment to, social justice. Though higher education leaders and leadership programs are often absent in this process, given their influence and power, higher education leaders need to be engaged in this endeavor.The objective of this edited volume is to draw upon critical race counter-stories and praxis for the purpose of providing higher education leaders-in-training and practicing higher education leaders with tangible narratives that demonstrate how racism and its intersectionality with other forms of oppression manifest within higher education. An additional aim of this book is to provide leaders with a working knowledge of the central tenets of critical race theory and the tools that are required in recognizing how they might be complicit in the reproduction of institutional and systemic racism and other forms of oppression. More precisely, this edited volume intends to draw upon and center the lived experiences and voices of contributors that have experienced racism in higher education. Through the use of critical race methodology and counter-storytelling (Solórzano & Yosso, 2002), contributors will share and interrogate their experiences while offering current and future higher education leaders insight in recognizing how racism functions within their respective institutions, and how they can address it. The intended goal of this edited volume is to translate critical race theory into practice while emphasizing the need for higher education leaders to develop a critical race praxis and anti-racist approach to leadership.

Critical race theory (CRT) questions social practices that have perpetuated discrimination and social inequality. Decolonial studies coincide with these efforts to deracialise elt practices, explaining racialisation as dominant structures constituted in whiteness-centred practices that situate some in disadvantage (usually non-white) while privileging others (usually white). In the context of English language teaching (ELT), that colonisation/racialisation can take the form of some hierarchisation of English native speakers from the Global North while otherising non-native speakers of English and native speakers of English from the Global South. Therefore, coloniality/racialisation are useful terms to explain practices that value foreign over local identities alienating regional/local views and languages. In this article, the links between CRT and decolonial theories are explored and colonisation/racialisation of ELT are approached through the analysis of macro and micro practices developed in two public universities, one in Colombia and one in Brazil. The aim is to disrupt those practices by making evident decolonisation/deracialisation efforts in undergraduate and graduate students’ proposals.

Since the murder of George Floyd in 2020, a renewed and more mainstream attention to systemic racism emerged. Critical Race Theory (CRT) has permeated the larger public discourse around race more than ever before. Yet, social, scientific, and political backlash intended to silence conversations about the systemic and power‐driven nature of racism have also characterized these years. 30+ years have passed since CRT's introduction as a critical analysis of how the legal system fails minoritized groups; 20+ years have passed since CRT's introduction into the social psychological field. Although psychology provides a strong foundation for the CRT tenets, incorporating CRT into the field of psychology has lagged behind many other fields (e.g., sociology, education). In two installments, this special issue (re)introduces psychological researchers to CRT and Psychological Critical Race Theory (PCRT), underscores CRT's importance and limitations in the context of psychological research, features novel applications and directions in CRT, and addresses the current political climate of opposition to discussions of CRT. This second installment looks outward highlighting psychological research applying (P)CRT frameworks to advance racial justice. We conclude with reflections on the history of CRT and PCRT and the shifts necessary in our scholarship‐activism to dismantle systems of racial oppression.

Foreword Introduction Part One: Critical Race Theory in Education 1. Just What Is Critical Race Theory and What's It Doing in a Nice Field Like Education? Gloria Ladson-Billings 2. Who's Afraid of Critical Race Theory? Derrick Bell 3. Education Policy as an Act of White Supremacy: Whiteness, Critical Race Theory, and Education Reform, David Gillborn Part Two: History and evolution 4. Brown v. Board of Education and the Interest Convergence Dilemma, Derrick Bell 5. Desegregation as a Cold War Imperative, Mary L. Dudziak Part Three: Affirmative Action 6. The We've Done Enough Theory of School Desegration, Mark v. Tushnet 7. Affirmative Action as a Majoritarian Device: Or, Do You Really Want to Be a Role Model? Richard Delgado 8. Critical Race Theory and Interest Convergence in the Backlash Against Affirmative Action: Washington State and Initiative 200, Edward Taylor Part Four: Critical Race Research Methology in Education 9. Critical Race Methodology: Counter Story-Telling as an Analytical Framework for Educational Research, Daniel G. Solorzano and Tara J. Yosso 10. What's Race Got to Do With It? Critical Race Theory's Conflicts With and Connections to Qualitative Research Methodology and Epistemology, Lawrence Parker and Marvin Lynn Part Five: Race in the Classroom 11. A Threat in the Air: How Stereotypes Shape Intellectual Identity and Performance, Claude M. Steele 12. Peer Networks of African American Students in Independent Schools: Affirming Academic Success and Racial Identity, Amanda Datnow and Robert Cooper Part Six: Intersections: Gender, Class, and Culture 13. Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color, Kimberle Williams Crenshaw 14. Ain't I a Woman? Revisiting Intersectionality, Avtar Brah and Ann Phoenix Part Seven: Intersections: White Supremacy and White Allies 15. The Color of Supremacy: Beyond the Discourse of 'White Privilege', Zeus Leonardo 16. Teaching White Students About Racism: The Search for Whites Allies and the Restoration of Hope, Beverly Daniel Tatum Part Eight: Critiques of Critical Race Theory 17. Some Critical Thoughts on Critical Race Theory, Douglas E. Litowitz 18. Telling Stories Out of school: An Essay on Legal Narratives, Daniel A. Farber and Suzanna Sherry 19. On Telling Stores in School: A Reply to Farber and Sherry, Richard Delgado

ABSTRACTBackground: A critical race theory of education has a been a popular framework for understanding racial inequities teaching and teacher education. Furthermore, it has served as the foundation for critical race research methodologies and critical race pedagogy, which are meant to address racial inequity via research and teaching, respectively. With regard to critical race pedagogy, there has been no specific conceptualization for the preparation of physical educators.Purpose: The purpose of this paper is to present a critical race pedagogy of physical education teacher education (PETE).Key Concepts: In the paper, critical race theory and critical race pedagogy are highlighted as the conceptual roots of a critical race pedagogy of PETE. In doing so it offers a critique of resource pedagogies and their conceptualization in PETE. Critical race theory has been described as a scholarly movement that seeks to uncover and dismantle systemic racism while rejecting incrementalism. Critical race pedagogy is an approach to teaching that is informed by critical race theory and womanism. A critical race pedagogy of PETE builds upon previous conceptualization of critical race pedagogy by offering the (a) recognition context; (b) the value of Black self-reliance; (c) and the value of the Black body as its foundations.Discussion and Conclusion: A critical race pedagogy of PETE adheres to a post-White orientation. As such, this approach to teaching recognizes that Black physical education involves Black people and Black places without subordinating or comparing them to White people and White places. It is also a challenge for Black scholars and teacher educators within PETE to focus their attentions, intentions, and efforts to the sustaining of Black educational institutions and the training of Black physical educators for Black communities. Thus, I acknowledge context within the post-White orientation allowing for an appropriate reorienting of a critical race pedagogy of PETE to meet the needs racially minoritized communities globally.