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Critical Race Theory: The Key Writings that Formed the Movement
... Perhaps unsurprisingly, attempts at social change often "amount to no more than well-worded mission statements and cosmetic changes" (Henry et al. 2017) that do nothing to disrupt the "inequality, indifference, and reliance on outmoded conservative traditions [that] characterize the modern neoliberal university" (Henry et al. 2017). Systemic anti-Black racism and normalization of Whiteness are also foundational to post-secondary institutions (Crenshaw et al. 1996;Henry et al. 2017;Lewis 1992) and require frameworks that move beyond equity, diversity, and inclusion to admit and support Black students, enabling them to flourish and thrive. ...
... Critical race theory and Black feminist thought are key references for the Scarborough Charter as they are essential to disrupting anti-Black racism through their analysis of racial power and Whiteness. Critical race theory was born out of extensive research by predominately racialized legal scholars whose work "challenge[s] the ways in which race and racial power are constructed and represented in American legal culture and, more generally, in American society as a whole" (Crenshaw et al. 1996). Crenshaw et al. go on to explain that critical race theory scholars must work "to understand how a regime of White supremacy and its subordination of people of color have been created and maintained in America" (Crenshaw et al. 1996). ...
... Critical race theory was born out of extensive research by predominately racialized legal scholars whose work "challenge[s] the ways in which race and racial power are constructed and represented in American legal culture and, more generally, in American society as a whole" (Crenshaw et al. 1996). Crenshaw et al. go on to explain that critical race theory scholars must work "to understand how a regime of White supremacy and its subordination of people of color have been created and maintained in America" (Crenshaw et al. 1996). Broadly speaking, critical race theory affirms the existence of racism, racial power, and White supremacy. ...
This paper argues that concrete actions are needed to address anti-Black racism and foster Black inclusion in Canadian higher education. These pertinent actions should target the systemic barriers faced by Black students when accessing post-secondary institutions. Through our reflections on current admissions practices of research-intensive Ontario-based universities, this paper highlights how currently used frameworks of diversity and inclusion may not be effective in disrupting the myth of meritocracy and mitigating systemic barriers faced by Black undergraduate applicants. We recommend that undergraduate admissions practices be grounded in a critical understanding of the four principles of the Scarborough Charter (Black flourishing, inclusive excellence, mutuality, and accountability) to support Black admissions, and that critical race theory and Black feminist thought be used as frameworks to create specific admissions practices and programs that disrupt anti-Black racism. The paper will generate further discussions on what it means to foster Black inclusion through university admissions and enrolment in a transformative manner.
... The invocation of rights and the mobilization of the law is often seen as fundamental for successful civil rights movements (Schneider 1986;Crenshaw 1995;McCann 1994). Often in response to pressure from activists and shifts in public opinion, lawmakers have the ability to recognize new rights and extend existing protections. ...
... These advantages, over time, serve to shape legal precedent in their favor, producing yet another obstacle to legal victory for those with fewer resources. On the other hand, Crenshaw (1995) points to civil rights achievements won through the courts as evidence that calling upon the language of equality and rights can be a powerful tool for change precisely because it reinforces the dominant ideology, thereby legitimating rights claims (see also Schneider 1986;McCann 1998). ...
Scholars have recognized the role that legal intermediaries can play in shaping the law through their interpretations of legal ambiguity and guidance to rule-takers on legal compliance. Although legal intermediaries thus have the potential to effect social change, most research in the area of employment discrimination has focused on the way they facilitate only symbolic compliance with the law. In this article, we examine how the Equal Employment Opportunity Commission (“EEOC”) took steps that legitimized a new area of claiming, classifying sexual orientation and gender identity (“SOGI”) discrimination as prohibited sex discrimination. Drawing on 2012–2016 confidential charge data, we analyze which alleged issues had a greater likelihood of being identified by EEOC actors as strong cases of discrimination. We use quantitative administrative data and a unique dataset generated from the coding of charge narratives to develop our description of the EEOC’s categorization of SOGI charges. Our findings indicate that first by accepting SOGI charges and then by assigning 34% – much higher than other discrimination charge bases – with the highest processing category, the EEOC made new law, expanding Title VII protection. At the same time, our findings reflect that the EEOC exhibited restraint in this expansion through prioritizing charges that were closely aligned to prior gender stereotyping cases, rather than more directly signaling an SOGI identity-based protection. These findings illustrate the exercise of initiative within prior legal constraint, defining a new area of legal claiming.
... Additionally, scholars have argued through organizational and critical race theoretical lenses that financial aid can be a form of racialized burden for Students of Color (Gándara et al., 2023;Ray et al., 2023). Although this work has been instrumental to understanding how racism within the financial aid context influences both individual experiences and policies, scholars studying financial aid through a critical race lens negate the historical contextualization required of CRT scholars (Crenshaw et al., 1995;Delgado & Stefancic, 2023;A. P. Harris, 1994;Ladson-Billings, 1998), in which the history of financial aid showcases that these findings are expected in a aid system that is rooted in racism. ...
... In this context, new instruments and renewed cultural and political commitments are needed to build governance models that address white fear and fragility (DiAngelo, 2018) and concerns about cancel culture (Donnelly, 2021). These models should also channel and frame the justice-focused message of the woke movement (Bunyasi & Smith, 2019;Murray, 2021), the historical dimension of Critical Race Theory (Peller, 1995), and its radically egalitarian discourse, which is expanding in a postmodern world (Lee, 1995). ...
This paper examines the complexities of heritage, memory, and monumentality in public spaces, highlighting the dynamic interplay of top-down and bottom-up processes, competing narratives, and the shaping of collective identity. It argues that excluding communities from shaping commemorative landscapes often leads to conflict, with monuments becoming contentious and vandalized. Conversely, unilateral decisions by political elites can deepen social divides. The paper concludes by stressing the need for collaborative, participatory approaches to creating inclusive and democratic public memory.
... How do women strategically navigate visibility versus invisibility paradoxes in creating their entrepreneurial identities? We collected narratives and lived experiences of seven former refugee women in New Zealand and drew on two bodies of research: intersectionality (Collins, 2015;Crenshaw, 1991Crenshaw, , 1995 and translocational positionality (Anthias, 2001a(Anthias, , 2001b(Anthias, , 2009. We contribute to the literature on female entrepreneurship and intersectionality identity studies by developing a framework that illustrates how former refugee women strategically and dynamically transfer between being visible and invisible in conducting business. ...
Former refugee women’s entrepreneurial journeys are embedded in social, cultural, and legal environments in their home, transition, and host countries. Their multiple context embeddedness creates contradictions and identity issues. Thus, women adopt behaviours that make them visible or invisible simultaneously when navigating these contradictions. Using intersectionality and translocational positionality lenses, this study explored this phenomenon. We collected narrative data using semi-structured interviews from refugee women resettled in New Zealand. The findings illustrate that multi-country social processes, that is, ‘translocational’ experiences, create (in)visibility paradoxes for women entrepreneurs. Women dynamically create visibility for themselves through reliance on or defiance of ethnic, cultural or refugee identities in their ventures and by creating a business identity aligning with the host country’s values. In contrast, cultural conformity and playing a role behind the ‘shopfront’ make women invisible. This study synthesises these paradoxical entrepreneurial strategies, develops a conceptual framework and contributes to women’s entrepreneurial identity studies.
This autoethnography aims to explore how resilience supported me in navigating identity confusion after discovering my Métis heritage at 19, coinciding with meeting my father for the first time. The data sources I analyzed were reflective journal entries, photographs, a self-written letter, and three art pieces to track my progress. Informing this process were feminist theory and Indigenous research methodologies, ensuring it was approached from a decolonized and feminist perspective. My key finding was that resilience-building strategies must be intentional and ongoing to work effectively. In addition to personal resilience-raising capacities, a network of support, positive self-talk, self-love, critical reflection, and trauma-informed care were essential to sustain resilience through adversity. While short-term resilience can be maintained independently, sustaining resilience over the long term necessitates interdependence, collaboration, and structural changes at a broader, systemic level.
En la presente investigación mi aporte consistió en la construcción de una matriz de análisis espacial e interseccional de la población indígena y afrodescendiente, mediante categorías y variables interseccionales; cuadros o círculos de relaciones interseccionales; y mapas SIG de las opresiones, fortalezas y prospecciones de las comunidades a nivel espacial y territorial.
Il contributo affronta la problematica dell'intersezionalità secondo direttrici di pedagogia critica, mettendo in evidenza la dimensione conflittuale che sottende la prospettiva intersezionale medesima e operando, tramite la disamina del concetto di ‘token', un rilievo critico sull'omologia tra sessismo/razzismo e relazioni interpersonali. A tale scopo, il concetto di transindividualità, con i propri corollari teorici rinvenibili nei concetti di congiuntura e temporalità differenziale, permette di evidenziare nel discorso pedagogico e nelle pratiche educative la dimensione istituzionale e rituale che percorre e sottende tali relazioni, permettendo altresì di rinvenire nel rapporto tra lavoro educativo sul campo e traduzione di esso in ambito accademico una discrasia temporale che può avere forme di incontro e congiuntura assai diverse. Sotto il profilo metodologico e procedurale, le pratiche, qui presentate nella loro articolazione, della supervisione pedagogica e dell'autoetnografia permettono di recuperare sul piano critico e clinico gli effetti dei rapporti di potere e della dimensione regolativa entro diverse istituzioni educative, come pure nell'intersezione tra esse e la dimensione informale dell'accadere educativo, evidenziandone gli effetti sulle dimensioni corporee e simboliche che attraversano e parimenti modificano gli spazi educativi e i diversi tempi di cui essi sono composti. La tesi del contributo, pertanto, attiene alla non contemporaneità tra lavoro educativo e pedagogia accademica, come pure alla mancata omologia tra rapporti di potere e relazioni interpersonali, per esplorare la possibilità di incontri educativi autentici anche nella propria costitutiva conflittualità e oltre i rischi di tokenismo ed esclusione che, sotto il profilo del genere e delle relazioni interculturali, ne rappresentano una fra le possibili aree di latenza.
Racial profiling is a discriminatory practice of singling out individuals by police officers based on their race. During COVID-19, Chinese people suffer tsunamis of racial profiling, referring to them as virus holders, which makes them confront substantial challenges facing bias and oppression in different places. Despite the number of studies that tackled racial profiling within the law enforcement field through different perspectives, none of them has tried to approach the topic outside the police field during the pandemic period using Critical Race Theory. Thus, the current study aims to investigate the acts of racial profiling appointed against the Wei-Evans in Kelly Yangs’ New from Here (2022) in light of Delgado and Stefancic’s Critical Race Theory (2017). Following a descriptive qualitative analysis, the study adopts the theory’s concepts of ‘Racism is Common not Aberrational’, ‘intersectionality’, ‘Race is socially Constructed’ and ‘The Unique Voice of Colour’ as methodological tools to analyse the novel. Scenes, where the protagonists encounter degrading, dehumanisation and racism, are examined to figure out how Covid-19 helps in profiling the Chinese characters and how they react to such profiling. The study concludes that racial profiling is a discriminatory practice perpetrated by different individuals against Chinese people during COVID-19 time to perpetuate Western dominance over non-Westerners. Moreover, the study concludes that the Wei-Evans challenge racial profiling by creating counter-narratives, empowered by their ‘Unique Voice of Colour’ to de-profile and voice themselves. Finally, the study circulates the term ‘Racial Profiling’ outside the police institution because it is only used within police areas.
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