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Journal articles on the topic 'Critical race theory'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Möschel, Mathias. "Critical Race Theory." Zeitschrift für kritik - recht - gesellschaft, no. 4 (2021): 476. http://dx.doi.org/10.33196/juridikum202104047601.

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2

Mills, Charles W. "Critical Race Theory." Ethnicities 9, no. 2 (June 2009): 270–81. http://dx.doi.org/10.1177/14687968090090020502.

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3

Bell, Katherine M. "Critical Race Theory." Feminist Media Histories 4, no. 2 (2018): 57–60. http://dx.doi.org/10.1525/fmh.2018.4.2.57.

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4

Martinez, Aja Y., and Robert O. Smith. "Critical Theory, Critical Race Representations." Writers: Craft & Context 4, no. 1 (September 8, 2023): 52–59. http://dx.doi.org/10.15763/issn.2688-9595.2023.4.1.52-59.

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This is the lead contribution for the series of fourteen student essays that follow. This first contribution offers contextual information about the course as well as suggestions for replicating this course in other contexts. Provided course materials are a course schedule, readings, and assignments.
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5

Mocombe, Paul C. "Against Critical Race Theory." Explorations in Ethnic Studies 37-38, no. 1 (January 1, 2017): 83–106. http://dx.doi.org/10.1525/esr.2017.37_38.1.83.

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6

Treviño, A. Javier, Michelle A. Harris, and Derron Wallace. "What's so critical about critical race theory?" Contemporary Justice Review 11, no. 1 (March 2008): 7–10. http://dx.doi.org/10.1080/10282580701850330.

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7

Martinez, Aja Y. "Why Critical Race Theory Matters." Ethnic Studies Review 45, no. 1 (2022): 23–32. http://dx.doi.org/10.1525/esr.2022.45.1.23.

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On September 22, 2020, the 45th President of the United States issued an “Executive Order on Combating Race and Sex Stereotyping.” This executive order took specific aim at Critical Race Theory (CRT) as the ideology responsible for creating a supposed “different vision” of America. This comment argues that CRT provides society a necessary (even crucial) way to look at how the law and other policies within institutions, such as schools, function in ways that racially privilege some and discriminate against others—it is an additional way of seeing, an alternative lens. CRT better prepares us as teachers, leaders, researchers, and activists to be institutionally and pedagogically antiracist. CRT serves to expose, analyze, and challenge majoritarian stories of racialized privilege. CRT can help to strengthen traditions of social, political, and cultural survivance and justice. CRT teaches us that “construction of another world—a socially and racially just world—is possible” (Yosso 14–15). Critical Race Theory matters.
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8

Zewude, Rahel, and Malika Sharma. "Critical race theory in medicine." Canadian Medical Association Journal 193, no. 20 (May 16, 2021): E739—E741. http://dx.doi.org/10.1503/cmaj.210178.

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9

Ledesma, María C., and Dolores Calderón. "Critical Race Theory in Education." Qualitative Inquiry 21, no. 3 (February 25, 2015): 206–22. http://dx.doi.org/10.1177/1077800414557825.

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10

Rocco, Tonette S., Judith D. Bernier, and Lorenzo Bowman. "Critical Race Theory and HRD." Advances in Developing Human Resources 16, no. 4 (August 11, 2014): 457–70. http://dx.doi.org/10.1177/1523422314544294.

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11

Carrasco, Enrique R. "Critical Race Theory and Development." Proceedings of the ASIL Annual Meeting 91 (1997): 427–28. http://dx.doi.org/10.1017/s0272503700066271.

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12

Chakrabarty, Namita, Lorna Roberts, and John Preston. "Critical Race Theory in England." Race Ethnicity and Education 15, no. 1 (January 2012): 1–3. http://dx.doi.org/10.1080/13613324.2012.638860.

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13

Price, Patricia L. "At the crossroads: critical race theory and critical geographies of race." Progress in Human Geography 34, no. 2 (August 7, 2009): 147–74. http://dx.doi.org/10.1177/0309132509339005.

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14

Valentine, Desiree. "Visualizing a Critical Mixed-Race Theory." Stance: an international undergraduate philosophy journal 2, no. 1 (September 9, 2019): 18–25. http://dx.doi.org/10.33043/s.2.1.18-25.

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In this paper, questions regarding the cultural understanding of mixed race are explored, which have the ability to complicate the accepted portrayal of race in society as a black/white binary system. Thus, the acknowledgement of something other than this binary system offers new ways of theorizing about race, particularly concerning the sociopolitical implications of mixed-race designation. This paper argues that the visually mixed-race person has a certain direct ability to challenge the binary and its racist logic. Furthermore, this paper goes on to offer a unique interpretation of where power for working against a racially oppressive system lies within critical mixed-race theory.
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15

Kang, Jiyoung. "Critical Race Theory and Curriculum Studies in Korea." Journal of Curriculum Studies 40, no. 2 (June 30, 2022): 23–49. http://dx.doi.org/10.15708/kscs.40.2.2.

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16

Boris, Eileen. "Gender, Race, and Rights: Listening to Critical Race Theory." Journal of Women's History 6, no. 2 (1994): 111–24. http://dx.doi.org/10.1353/jowh.2010.0349.

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17

HYLTON, KEVIN. "‘Race’, sport and leisure: lessons from critical race theory." Leisure Studies 24, no. 1 (January 2005): 81–98. http://dx.doi.org/10.1080/02614360412331313494.

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18

Aguilar, Carlos. "Undocumented Critical Theory." Cultural Studies ↔ Critical Methodologies 19, no. 3 (December 12, 2018): 152–60. http://dx.doi.org/10.1177/1532708618817911.

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Despite an increasing body of literature on undocumented immigrants and an improved access to academia by DACAdemics and undocumented scholars, the need for theories about undocumented experiences in the United States persists. In this article, I introduce the central tenets of a developing theory that I call Undocumented Critical Theory (UndocuCrit). Rooted in Critical Race Theory (CRT), Latina/o Critical Theory (LatCrit), and Tribal Critical Race Theory (TribalCrit), UndocuCrit introduces the lens to better understand the nuanced and liminal experiences that characterize undocumented communities in the United States. Although this initial rendering focuses on the experiences of Mexican immigrants and individuals of Mexican descent, UndocuCrit exhorts DACAdemics and undocumented scholars to contribute to this emerging framework by applying it to their experiences and those of other undocumented communities. As a theoretical framework, UndocuCrit challenges an immigrant binary rhetoric as well as embarking on a journey toward social justice and the empowerment of our communities.
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19

Taylor, Edward. "A Primer on Critical Race Theory." Journal of Blacks in Higher Education, no. 19 (1998): 122. http://dx.doi.org/10.2307/2998940.

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20

Bell, Carla Jackson. "Critical Race Theory as Architectural Pedagogy." Journal of Architectural Education 76, no. 2 (July 3, 2022): 206–9. http://dx.doi.org/10.1080/10464883.2022.2097561.

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21

HONG, Wooram. "Kant’s Critical Philosophy and Race Theory." Journal of The Society of philosophical studies 120 (March 31, 2018): 23–54. http://dx.doi.org/10.23908/jsps.2018.3.120.23.

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22

Teitelbaum, Kenneth. "Curriculum, conflict, and critical race theory." Phi Delta Kappan 103, no. 5 (February 2022): 47–53. http://dx.doi.org/10.1177/00317217221079979.

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Recent discussions about critical race theory (CRT) have exposed, once again, the heated disagreements that prevail in the United States regarding the nature of its racial past and present. This debate is highly significant in itself, but the dispute is also noteworthy for revealing how quickly a contentious issue can become a lightning rod for considerations of what students should learn. This article addresses CRT and the role it can play in helping to explore past and current racial politics; the value of placing the current controversy within the context of a long history of curriculum conflict; and the need for critical reflection, active collaboration, and courage among educators.
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23

Morales, Alfonso, and Richard Delgado. "Critical Race Theory: The Cutting Edge." Contemporary Sociology 25, no. 3 (May 1996): 388. http://dx.doi.org/10.2307/2077485.

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24

Delgado, Richard, and Jean Stefancic. "Critical Race Theory: An Annotated Bibliography." Virginia Law Review 79, no. 2 (March 1993): 461. http://dx.doi.org/10.2307/1073418.

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25

Weiner, Melissa F. "Towards a Critical Global Race Theory." Sociology Compass 6, no. 4 (March 5, 2012): 332–50. http://dx.doi.org/10.1111/j.1751-9020.2012.00457.x.

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26

Delgado, Richard, and Jean Stefancic. "Critical Race Theory and Criminal Justice." Humanity & Society 31, no. 2-3 (May 2007): 133–45. http://dx.doi.org/10.1177/016059760703100201.

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27

Cabrera, Nolan L. "Critical Race Theory v. Deficit Models." Equity & Excellence in Education 52, no. 1 (January 2, 2019): 47–54. http://dx.doi.org/10.1080/10665684.2019.1630342.

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28

Howard, Tyrone C., and Oscar Navarro. "Critical Race Theory 20 Years Later." Urban Education 51, no. 3 (January 4, 2016): 253–73. http://dx.doi.org/10.1177/0042085915622541.

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As the nation’s schools become increasingly diverse along ethnic and racial lines, examining and understanding the racial complexities in the United States is more germane now than ever in the nation’s history. To that end, critical race theory (CRT) has been a transformative conceptual, methodological, and theoretical construct that has assisted researchers in problematizing race in education. As we reflect on 20 years of CRT, it is essential to examine in what ways, if any, CRT is influencing school practice and policy. Given the disparate educational outcomes for students of color, researchers have to inquire about the influence of CRT on the lived experiences of students in schools. In this article, the authors lay out the historical trajectory of CRT, discuss its influence on educational research, and then evaluate to what extent, if any CRT has had on school policy and practice. The article will conclude with research, practice, and policy implications that may influence CRT’s development over the next 20-year period.
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29

Closson, Rosemary B. "Critical Race Theory and Adult Education." Adult Education Quarterly 60, no. 3 (May 2010): 261–83. http://dx.doi.org/10.1177/0741713609358445.

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30

Carbado, Devon W., and Daria Roithmayr. "Critical Race Theory Meets Social Science." Annual Review of Law and Social Science 10, no. 1 (November 3, 2014): 149–67. http://dx.doi.org/10.1146/annurev-lawsocsci-110413-030928.

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31

Young, Donna E. "Critical Race Theory: A Comparative Approach." Proceedings of the ASIL Annual Meeting 91 (1997): 423–27. http://dx.doi.org/10.1017/s027250370006626x.

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32

Valentine, Desiree. "Visualizing a Critical Mixed-Race Theory." Stance: An International Undergraduate Philosophy Journal 2 (2009): 18–25. http://dx.doi.org/10.5840/stance200923.

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33

Steinberg, Stephen. "Critical Race Theory: The Cutting Edge." Journal of American Ethnic History 21, no. 1 (October 1, 2001): 124–25. http://dx.doi.org/10.2307/27502784.

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34

Ladson-Billings, Gloria, and William F. Tate. "Toward a Critical Race Theory of Education." Teachers College Record: The Voice of Scholarship in Education 97, no. 1 (September 1995): 47–68. http://dx.doi.org/10.1177/016146819509700104.

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This article asserts that despite the salience of race in U.S. society, as a topic of scholarly inquiry, it remains untheorized. The article argues for a critical race theoretical perspective in education analogous to that of critical race theory in legal scholarship by developing three propositions: (1) race continues to be significant in the United States; (2) U.S. society is based on property rights rather than human rights; and (3) the intersection of race and property creates an analytical tool for understanding inequity. The article concludes with a look at the limitations of the current multicultural paradigm.
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35

Peno, Michał. "Critical Race Theory (CRT) and the American criticism of the philosophy of the law." Acta Iuris Stetinensis 17 (2017): 59–76. http://dx.doi.org/10.18276/ais.2017.17-06.

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36

Khalil, Deena, and Meredith Kier. "Critical Race Design." International Journal of Adult Vocational Education and Technology 8, no. 2 (April 2017): 54–71. http://dx.doi.org/10.4018/ijavet.2017040105.

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This article is about introducing Critical Race Design (CRD), a research methodology that centers race and equity at the nucleus of educational opportunities by design. First, the authors define design-based implementation research (DBIR; Penuel, Fishman, Cheng, & Sabelli, 2011) as an equity-oriented education research methodology where teaching and learning is informed by robust, iterative, evidence-based research conducted by multiple stakeholders. Next, they provide a brief overview of Critical Race Theory in Education (CRT; Ladson-Billings & Tate, 1995) as a theoretical and methodological approach that aims to unpack and disrupt the structural inequities experienced by disenfranchised racial groups. They then describe how both education methodologies informed CRD, our emerging anti-racist critical design methodology. Finally, they provide an example where they used CRD to design an online service-learning course that aimed to situate the narratives of underrepresented STEM professionals as a curricular resource for nondominant adolescents.
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37

Alemán, Sonya M., and Enrique Alemán. "Critical Race Media Projects." Urban Education 51, no. 3 (February 9, 2016): 287–314. http://dx.doi.org/10.1177/0042085915626212.

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This article maps out two critical race media projects – a documentary and a Chicana/o-centric student newspaper – developed by Chicana/o scholars seeking to fulfilll the promise of praxis hailed by critical race theorists. Fortified and guided by the quintessential tenets of critical race theory and Latino critical race theory, these critical race media projects not only apply, but also extend these principles to seek educational and community transformation. As such, the production process for both documentary and student newspaper merge research and activism in order to cultivate figurative and literal spaces that encourage and allow for the recuperation of memory, archiving forgotten history, and the self-determination of contemporary identities and belonging. By harnessing critical race theory’s counter story-telling focus, these projects cultivate the voices of resistance and reclamation in Latina/o communities, transcending the Black/White paradigm that bounds a majority of critical race scholarship. In addition, both the film and quarterly newspaper uniquely sharpen the theoretical framework’s analytic critique of language, discourse and representation, exemplifying the inimitable power of words to both heal and wound.
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38

IV, William F. Tate. "Critical Race Theory and Education: History, Theory, and Implications." Review of Research in Education 22 (1997): 195. http://dx.doi.org/10.2307/1167376.

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39

Groothuis, Douglas. "Critical Race Theory in Six Logical Fallacies." Academic Questions 35, no. 2 (July 22, 2022): 30–37. http://dx.doi.org/10.51845/35.2.6.

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40

Timmermans, Matthew. "Opera, Sound Recording, and Critical Race Theory." Current Musicology 108 (November 1, 2021): 1–25. http://dx.doi.org/10.52214/cm.v108i.8811.

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This review essay considers the relationships among opera, sound recording, and critical race theory, and explores them at a moment when these fields are beginning to converge. One of my concerns will be the recent and ground-breaking studies and collections on opera and race by Naomi Adele André (2017, 2019), Kira Thurman (2012, 2019), Pamela Karantonis and Dylan Robinson (2011), and Mary I. Ingraham, Joseph K. So and Roy Moodley (2016). Another will be the neglected history of opera and sound recording; notable scholars here include Karen Henson (2020), Robert Cannon (2014), and Richard Leppert (2015). Finally, I will focus on the thought-provoking analyses of race and sound by Alexander Weheliye (2005), Brian Ward (2003), Jennifer Lynn Stoever (2016) and Nina Sun Eidsheim (2019). There are obvious connections among these three bodies of scholarship, yet these connections have not yet been clearly identified and explored. Although many scholars have come to embrace opera as a material and embodied phenomenon, the artform’s dissemination, analysis, and enjoyment through sound recording is still overlooked as a site of enquiry, especially its potential as a fertile site of inquiry about identity. To overlook the issue of identity in relation to recording is to perpetuate the belief that recordings are primarily documents of performance practice. It ignores the army of technicians who invisibly craft the acoustic object, many of whom are historically white and male. This review essay seeks to address this neglect and to suggest some ways in which the processes of making and consuming opera recordings is intimately related to whiteness and anti-Blackness—but also to Black possibility. In what follows, I cast a broad net, ranging widely and at times unexpectedly. I begin with some recent events in American musicology and in the New York operatic scene; then, turn to a consideration of some of the scholarship just mentioned; and finally conclude with a brief discussion of a specific recording, the Metropolitan Opera’s “live” sound recording of the 2019 production of Gershwin’s Porgy and Bess.
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41

Aubert, Isabelle. "La Critical Race Theory confrontée à Marx." Droit et société N° 108, no. 2 (October 7, 2021): 303–18. http://dx.doi.org/10.3917/drs1.108.0303.

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42

Rockich-Winston, Nicole. "Critical Race Theory for Pharmacy Diversity Curriculum." American Journal of Pharmaceutical Education 82, no. 2 (March 2018): 6929. http://dx.doi.org/10.5688/ajpe6929.

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43

Delgado, R., and J. Stefancic. "Critical Race Theory: Past, Present, and Future." Current Legal Problems 51, no. 1 (January 1, 1998): 467–91. http://dx.doi.org/10.1093/clp/51.1.467.

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44

Parker, Laurence. "Critical Race Theory in Education andQualitative Inquiry." Qualitative Inquiry 21, no. 3 (January 20, 2015): 199–205. http://dx.doi.org/10.1177/1077800414557828.

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45

Bracey, Glenn E. "Toward a Critical Race Theory of State." Critical Sociology 41, no. 3 (January 29, 2014): 553–72. http://dx.doi.org/10.1177/0896920513504600.

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46

Collins, Patricia Hill. "Science, critical race theory and colour-blindness." British Journal of Sociology 66, no. 1 (March 2015): 46–52. http://dx.doi.org/10.1111/1468-4446.12117_3.

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47

Crump, Alison. "Introducing LangCrit: Critical Language and Race Theory." Critical Inquiry in Language Studies 11, no. 3 (July 3, 2014): 207–24. http://dx.doi.org/10.1080/15427587.2014.936243.

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48

Cole, Mike. "Critical Race Theory comes to the UK." Ethnicities 9, no. 2 (June 2009): 246–69. http://dx.doi.org/10.1177/1468796809103462.

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49

Charles, Harvey. "Toward a critical race theory of education." Contemporary Justice Review 11, no. 1 (March 2008): 63–65. http://dx.doi.org/10.1080/10282580701850413.

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50

Campbell, Fiona A. Kumari. "Exploring internalized ableism using critical race theory." Disability & Society 23, no. 2 (March 2008): 151–62. http://dx.doi.org/10.1080/09687590701841190.

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