Chapter 6 in Critical Pedagogy and Race. The book argues that a rigorous engagement with race is ... more Chapter 6 in Critical Pedagogy and Race. The book argues that a rigorous engagement with race is a priority for educators concerned with equality in schools and in society. A landmark collection arguing that engaging with race at both conceptual and practical levels is a priority for educators. Builds a stronger engagement of race-based analysis in the field of critical pedagogy. Brings together a melange of theories on race, such as Afro-centric, Latino-based, and postcolonial perspectives. Includes historical studies, and social justice ideas on activism in education. Questions popular concepts, such as white privilege, color-blind perspectives, and race-neutral pedagogies
... Issue. Educational Philosophy and Theory. Volume 36, Issue 2, pages 153165, April 2004. Addi... more ... Issue. Educational Philosophy and Theory. Volume 36, Issue 2, pages 153165, April 2004. Additional Information. How to Cite. ... Educational Philosophy and Theory, 36: 153165. doi: 10.1111/j.1469-5812.2004.00058.x. Author Information. University of Maryland. ...
Chapter 5. In this essay, the author uses his schooling experience as a backdrop for discussing t... more Chapter 5. In this essay, the author uses his schooling experience as a backdrop for discussing the ways in which academic institutions attempt to confiscate the minds and souls of African Americans who seek to find success within its walls. Juxtaposing plantation life in the South with life in academe, the author draws a parallel between the life of the slave and the life of the academic—arguing chiefiy that physical slavery and material depravity has been replaced by another more insidious form of mental slavery. This discussion is brought to life as the author describes in detail his experience as a doctoral student at a prestigious and liberal institution of higher learning on the West Coast
This article will provide the theoretical and conceptual grounding for forthcoming discussions re... more This article will provide the theoretical and conceptual grounding for forthcoming discussions regarding how critical race theory (CRT), as a discourse of liberation, can be used as a methodological and epistemological tool to expose the ways race and racism affect the education and lives of racial minorities in the United States. To that extent, the goal is threefold. First, the authors seek to adequately define CRT by situating it within a specific socio-historical context. Second, they seek to present an argument for why there is a need for CRT in educational and qualitative research. In doing so, they discuss the ways concerns regarding race and racism have or have not been addressed previously in educational research. Finally, they speculate about what lies ahead. In doing so, they fully assess the possible points of agreement and conflicts between CRT and qualitative research in education.
In this paper, we reflect on our experience with an experimental inquiry component within a teach... more In this paper, we reflect on our experience with an experimental inquiry component within a teacher education program in a large urban city on the West Coast of the United States. This learning space, which is referred to as “Inquiry,” promotes the integration of theoretical and practical knowledge through reflection and dialogue. We highlight how this inquiry-oriented process enabled preservice
Chapter in the book - Teacher Education and Black Communities: Implications for Access, Equity an... more Chapter in the book - Teacher Education and Black Communities: Implications for Access, Equity and Achievement. The overall purpose of this edited volume is to stimulate thought and discussion among diverse audiences (e.g., policymakers, practitioners, and educational researchers) who are concerned about the performance of Black students in our nation’s schools, and to provide evidence-based strategies to expand our nation’s pool of Black teachers. To this end, it is our hope that this book will contribute to the teacher education literature and will inform the teacher education policy and practice debate
What have colleges and universities done to increase student of color enrollment since the 2003 U... more What have colleges and universities done to increase student of color enrollment since the 2003 U.S. Supreme Court decisions in Grutter v. Bollinger and Gratz v. Bollinger? This article provides a critical race theory (CRT) snapshot of selective data and institutions since these landmark decisions. We find that even though Grutter gives the go-ahead to use affirmative action, higher education has failed politically to take on this challenge. When taken together, the Gratz and Grutter decisions allow higher education institutions to engage in symbolic affirmative action measures that appear as diversity measures but are operationalized as race neutral when one examines the data of continuing overall declines of students of color at many institutions. The authors conclude with a CRT call for a more expansive affirmative action with higher education administrators doing more to justify affirmative action through Grutter.
... Toward an Asian American legal scholar-ship: Critical race theory, post-structuralism, and na... more ... Toward an Asian American legal scholar-ship: Critical race theory, post-structuralism, and nar-rative space, 81 California Law Review 1241, 1 Asian Law Journal 1. Choe, LD ... Negotiating borders of consciousness in the pursuit of education: Identity politics and gender ...
Chapter 6 in Critical Pedagogy and Race. The book argues that a rigorous engagement with race is ... more Chapter 6 in Critical Pedagogy and Race. The book argues that a rigorous engagement with race is a priority for educators concerned with equality in schools and in society. A landmark collection arguing that engaging with race at both conceptual and practical levels is a priority for educators. Builds a stronger engagement of race-based analysis in the field of critical pedagogy. Brings together a melange of theories on race, such as Afro-centric, Latino-based, and postcolonial perspectives. Includes historical studies, and social justice ideas on activism in education. Questions popular concepts, such as white privilege, color-blind perspectives, and race-neutral pedagogies
... Issue. Educational Philosophy and Theory. Volume 36, Issue 2, pages 153165, April 2004. Addi... more ... Issue. Educational Philosophy and Theory. Volume 36, Issue 2, pages 153165, April 2004. Additional Information. How to Cite. ... Educational Philosophy and Theory, 36: 153165. doi: 10.1111/j.1469-5812.2004.00058.x. Author Information. University of Maryland. ...
Chapter 5. In this essay, the author uses his schooling experience as a backdrop for discussing t... more Chapter 5. In this essay, the author uses his schooling experience as a backdrop for discussing the ways in which academic institutions attempt to confiscate the minds and souls of African Americans who seek to find success within its walls. Juxtaposing plantation life in the South with life in academe, the author draws a parallel between the life of the slave and the life of the academic—arguing chiefiy that physical slavery and material depravity has been replaced by another more insidious form of mental slavery. This discussion is brought to life as the author describes in detail his experience as a doctoral student at a prestigious and liberal institution of higher learning on the West Coast
This article will provide the theoretical and conceptual grounding for forthcoming discussions re... more This article will provide the theoretical and conceptual grounding for forthcoming discussions regarding how critical race theory (CRT), as a discourse of liberation, can be used as a methodological and epistemological tool to expose the ways race and racism affect the education and lives of racial minorities in the United States. To that extent, the goal is threefold. First, the authors seek to adequately define CRT by situating it within a specific socio-historical context. Second, they seek to present an argument for why there is a need for CRT in educational and qualitative research. In doing so, they discuss the ways concerns regarding race and racism have or have not been addressed previously in educational research. Finally, they speculate about what lies ahead. In doing so, they fully assess the possible points of agreement and conflicts between CRT and qualitative research in education.
In this paper, we reflect on our experience with an experimental inquiry component within a teach... more In this paper, we reflect on our experience with an experimental inquiry component within a teacher education program in a large urban city on the West Coast of the United States. This learning space, which is referred to as “Inquiry,” promotes the integration of theoretical and practical knowledge through reflection and dialogue. We highlight how this inquiry-oriented process enabled preservice
Chapter in the book - Teacher Education and Black Communities: Implications for Access, Equity an... more Chapter in the book - Teacher Education and Black Communities: Implications for Access, Equity and Achievement. The overall purpose of this edited volume is to stimulate thought and discussion among diverse audiences (e.g., policymakers, practitioners, and educational researchers) who are concerned about the performance of Black students in our nation’s schools, and to provide evidence-based strategies to expand our nation’s pool of Black teachers. To this end, it is our hope that this book will contribute to the teacher education literature and will inform the teacher education policy and practice debate
What have colleges and universities done to increase student of color enrollment since the 2003 U... more What have colleges and universities done to increase student of color enrollment since the 2003 U.S. Supreme Court decisions in Grutter v. Bollinger and Gratz v. Bollinger? This article provides a critical race theory (CRT) snapshot of selective data and institutions since these landmark decisions. We find that even though Grutter gives the go-ahead to use affirmative action, higher education has failed politically to take on this challenge. When taken together, the Gratz and Grutter decisions allow higher education institutions to engage in symbolic affirmative action measures that appear as diversity measures but are operationalized as race neutral when one examines the data of continuing overall declines of students of color at many institutions. The authors conclude with a CRT call for a more expansive affirmative action with higher education administrators doing more to justify affirmative action through Grutter.
... Toward an Asian American legal scholar-ship: Critical race theory, post-structuralism, and na... more ... Toward an Asian American legal scholar-ship: Critical race theory, post-structuralism, and nar-rative space, 81 California Law Review 1241, 1 Asian Law Journal 1. Choe, LD ... Negotiating borders of consciousness in the pursuit of education: Identity politics and gender ...
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