scholarly journals Unbroken

2021 ◽  
Vol 4 (2) ◽  
pp. 65-83
Author(s):  
Christina S. Morton
Keyword(s):  
Black Women ◽  
Graduate Students ◽  
Critical Race Theory ◽  
Spoken Word ◽  
Women Faculty ◽  
Faculty Members ◽  
Race Theory ◽  
Critical Autoethnography ◽  
Black Resistance ◽  
Black Life

In this critical autoethnography, I examine my lived experiences as a Black woman doctoral student during the rise of the Black Lives Matter movement. Further, as I recount my academic journey in the wake of assaults to Black life and resulting Black resistance, I discuss the pedagogical interventions of Black women faculty members that made me feel as if my life and work mattered in their classrooms. I revisit spoken word poems and class assignments written between 2015 and 2017 along with news articles documenting national events occurring at the time as relevant texts to help me explore and understand my experiences. I utilize Critical Race Theory as an analytic lens, focusing on the following tenets: persistence of racism, critique of color-evasiveness, and counterstorytelling. I conclude with implications regarding how introducing graduate students to critical theory and methodologies can equip them with the tools to empirically explore and articulate their lived realities. Moreover, I discuss how such explorations can be validating and healing as students navigate particularly challenging academic and sociohistorical contexts. Additionally, I describe how providing students with creative outlets to express themselves in coursework can help them process their experiences and produce material that is humanizing, liberating, and life-giving. 

It’s Deeper Than That!: Restorative Justice and the Challenge of Racial Reflexivity in White-led Schools

2021 ◽  
pp. 004208592199841
Author(s):  
Arthur Romano ◽  
Rochelle Arms Almengor
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Restorative Justice ◽  
Case Studies ◽  
Students Of Color ◽  
White Privilege ◽  
Critical Reflection ◽  
White Led ◽  
Race Theory ◽  
Systemic Racism

This paper uses critical race theory to analyze several case studies focused on the experiences of two restorative justice coordinators (RJCs), both Black women and how they understood and responded to perceived racial injustices in urban schools with white leadership. These schools were attempting to address unequal disciplinary practices toward students of color through restorative justice and the RJCs adapted their approaches to addressing racialized dynamics while also developing school-wide networks to foster broader critical reflection on race. They navigated the risks of challenging white privilege and systemic racism both of which at times limited their attempts at influencing change.

Gender Theory in Philosophy of Race

2017 ◽  
Author(s):  
Naomi Zack
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Critical Theory ◽  
Black Men ◽  
Women Of Color ◽  
White Women ◽  
Main Idea ◽  
Race Theory ◽  
Philosophy Of Race ◽  
The Subject

The subject of critical race theory is implicitly black men, and the main idea is race. The subject of feminism is implicitly white women, and the main idea is gender. When the main idea is race, gender loses its importance and when the main idea is gender, race loses its importance. In both cases, women of color, especially black women, are left out. Needed is a new critical theory to address the oppression of nonwhite, especially black, women. Critical plunder theory would begin with the facts of uncompensated appropriation of the biological products of women of color, such as sexuality and children.

Finding Grace

2020 ◽  
pp. 134-145
Author(s):  
Aeriel A. Ashlee
Keyword(s):  
Graduate Students ◽  
Critical Race Theory ◽  
Asian American ◽  
White Supremacy ◽  
Model Minority ◽  
Racial Microaggressions ◽  
First Year ◽  
Critical Race ◽  
Model Minority Myth ◽  
Race Theory

This chapter features a critical race counterstory from an Asian American womxn of color about her doctoral education and graduate school socialization. Framed within critical race theory, the author chronicles racial microaggressions she endured as a first-year higher education doctoral student. The author describes the ways in which the model minority myth is wielded as a tool of white supremacy and how the pervasive stereotype overlaps with the imposter syndrome to manifest in a unique oppression targeting Asian American graduate students. The author draws inspiration from Asian American activist Grace Lee Boggs, which helps her resist the intersectional oppression of white supremacy and patriarchy present within academia. The chapter concludes with recommendations to support womxn of color graduate students.

“See Me, See Us”: Understanding the Intersections and Continued Marginalization of Adolescent Gifted Black Girls in U.S. Classrooms

2020 ◽  
Vol 43 (2) ◽  
pp. 86-100
Author(s):  
Brittany N. Anderson
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Advanced Placement ◽  
Gifted Education ◽  
Theoretical Models ◽  
Black Girls ◽  
Gender Disparities ◽  
Race Theory ◽  
Talent Identification ◽  
Gifted Programming

In current research and theoretical models that address racial inequity or gender disparities in gifted education, there is a missing narrative around high-achieving/gifted Black girls and their experiences, as well as their disproportionate underrepresentation in gifted programming, services, and Advanced Placement (AP) courses. This article highlights literature on adolescent gifted Black girls, in addition to exploring barriers and issues of marginalization that constrain the talent identification and development of this population. The study explores the narratives of gifted Black women and explores their counternarratives using Critical Race Theory and Frasier’s Talent Assessment Profile (F-TAP) framework. The article urges educators to use an intersectional lens to understand and address the needs of adolescent gifted Black girls, and provides practical tools to identify and develop talent.

Color Marks the Site/Sight of Social Difference

2011 ◽  
Vol 17 (9) ◽  
pp. 837-853 ◽  
Author(s):  
Lisa William-White ◽  
Jazmin White
Keyword(s):  
Critical Race Theory ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Spoken Word ◽  
Domestic Terrorism ◽  
Social Difference ◽  
Race Theory ◽  
Mainstream Media ◽  
The Right ◽  
Post Civil Rights

Though racism in the form of blatant de facto and de jure policies and domestic terrorism is no longer the law of the land as was the case before, and during the Civil Rights Movement, an intensified dysconscious and color-blind racism has propelled itself in the post–Civil Rights United States, particularly in this “Age of Obama”; one that manifests in semantically slippery and rhetorically convoluted discourses. Consequently to illuminate this specter of American racism, critical race theory and spoken word performative poetics join forces here in an interpretive conarrated description of rhetoric that has recently emerged in the mainstream media—a discourse that attempts (a) to deny Black persons the right to human dignity; (b) to distort and invalidate Black persons’ ideas, thoughts, and feelings; and (c) to deny one’s right to claim and affirm one’s personal identity.

scholarly journals Straddling Death and (Re)birth: A Disabled Latina’s Meditation on Collective Care and Mending in Pandemic Times

2020 ◽  
pp. 107780042096016
Author(s):  
Lisette E. Torres
Keyword(s):  
Critical Race Theory ◽  
Lived Experience ◽  
Indigenous People ◽  
White Supremacy ◽  
People Of Color ◽  
Critical Race ◽  
Race Theory ◽  
Black Lives Matter ◽  
Critical Autoethnography ◽  
The Way

This critical autoethnography, informed by Critical Race Theory (CRT), intersectionality, and DisCrit, explores the lived experience of a disabled Latina mother-scholar during COVID-19. She uses meditation to think about macroscopic conceptions of independence and time, asking how COVID-19 has changed the way she relates to others and her scholarship. In the process of journaling and engaging in different evocative prompts, she has visceral responses to the death of George Floyd, the Black Lives Matter (BLM) Movement, and the suffering of Black, Indigenous, People of Color (BIPOC) communities. The author realizes that contemplative methodologies should center collective care and mending to “let go” of White supremacy, ableism, and sexism.

Set Trippin’: An Intersectional Examination of Gang Members

2020 ◽  
Vol 44 (4) ◽  
pp. 422-448
Author(s):  
Lea Marzo
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Black Men ◽  
Criminal Behavior ◽  
Gang Membership ◽  
Gang Members ◽  
Race Theory ◽  
Adolescent Trauma ◽  
Black Adolescent ◽  
Gender Performances

Research on gang membership often ignores critical intersections of gender, class, and race. I seek to bridge the gap between the raced and gendered experiences of Black gang members, especially women whose experiences are often overlooked. Utilizing critical race theory, I will examine how gender performances are influenced by gang membership and how members and their associates construct their identities. An intersectional focus on Black women gang membership will broaden our understanding of gang literature where Black men are often overrepresented. This research will produce participant-led data that unearth gang members’ firsthand experiences and will produce important contributions. Findings suggest that gang members experience significant Black adolescent trauma; membership for Black women is familial, and as adults, they often use their gang identities to challenge gang culture; and there is a duality between “gang members” and “gang bangers.” I argue that this research debunks the narrative that gang members display inherent criminal behavior. Instead, I provide a counternarrative that humanizes gang members and adds validity to the structural causes of gang membership in these communities.

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