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Critical Race Theory: The Key Writings that Formed the Movement
... In many ways these are the same arguments used by fundamentalist Christians in 1922 about views questioning accepted Christian orthodoxy, except in 2022 the views that question American cultural orthodoxy are those in question. ONE SCHOOL,TWO ERAS 23 The term critical race theory refers to a decades-old academic legal theory that says racism is embedded in laws, policies, and structures-and that as a result, even policies that are officially race-neutral can produce racist outcomes (Crenshaw et al, 1995). CRT began in the United States in the post-civil rights era, as 1960s landmark civil rights laws were being eroded and schools were being re-segregated. ...
... CRT began in the United States in the post-civil rights era, as 1960s landmark civil rights laws were being eroded and schools were being re-segregated. As racial inequalities continued to persist even after civil rights legislation, CRT scholars in the 1970s and 1980s began reworking and expanding legal theories on class, economic structure, and the law to examine the role of U.S. law in perpetuating racism (Crenshaw, 1995). As a framework of analysis grounded in critical theory, CRT Academic critics of CRT argue it is based on storytelling instead of evidence and reason, rejects truth and merit. ...
This research draws from primary and secondary historical sources such as public policy documents, student records, speeches, interviews, and media reports to trace the continuity and change in the high school by examining a typical middle American high school in the 1920s compared to the 2020s. This case study uses a Kentucky high school as a model for historical and contemporary comparative education policy analysis around common issues such as parent rights, curricular bans, race, religion, and school reform efforts as they have evolved over the past century.
... Gender discrimination and sexism limit the personal and political efficacy of women. It is incumbent upon policy makers and change agents to understand intersectionality the lived experiences of marginalized women and how race, class, geographic location, and gender overlap (Crenshaw et al., 1995). Community-based focus groups and/or awareness forums with survivors of IPV would help policymakers and change agents understand the lived realities of African American women living in violent households. ...
... By unfolding the "inner" voices of the author's autoethnographic accounts and "outer" voices of interview data conducted with six students, this book reflects the ideological link between the English language and the white race rooted in the history of European colonization (Rosa & Flores, 2017) and unmasks how nonnative English-speaking instructors are deprived of legitimacy to work in English language education in postcolonial Canada. Following a traditional dissertation format, Huo's book offers a detailed description of the following content: (1) a conceptual framework that combines Bourdieu's (1991) theorization of cultural capital and Critical Race Theory (CRT) (Crenshaw et al., 1995), (2) a literature review that underlines pivotal issues in World Englishes (WE) and teaching English as an International Language (EIL), (3) a methodological illustration of autoethnography supplemented by qualitative interviews and fieldnotes, and (4) findings and discussion that aim to stimulate more equitable practices in English language education. This book may benefit a wide range of reader groups, including educational researchers, policy makers, English instructors, and curriculum developers, for it exposes structural barriers facing non-native English-speaking instructors and provokes critical awareness and pedagogical contemplation to decolonize English language education in Canada. ...
Evaluation processes in education shape people’s histories and possibilities. Susanne Maria Weber, a pioneer in organisational learning studies reflected in her work on the possibilities to counter monolithic outcomes and explore design methods for transformative evaluation. Susanne Weber emphasises that we need to explore social complexity systematically and identify inherent inequalities. Her proposal to utilise evaluation methods that focus on dialogue, solutions, and alternative modes of communication (visual modes) are connected with ideas described by Floya Anthias on intersectionality theory, and Anne-Marie Núñez, who proposed a multilevel model of intersectionality.
A growing number of babies in the United States are being raised in bilingual homes, without an easily identifiable first or native language, but rather two or more languages being acquired and spoken simultaneously. It is imperative that the richness and diversity of race and language be centered and valued at the onset of the nation’s youngest population. Additionally, research demonstrates that the early years are critical to the maintenance of home language(s) as well as to the development of a racial consciousness that foregrounds the socialization of race and language that will continue to develop throughout childhood. With this knowledge, it is essential that, even at these youngest ages, and early stages of literacy development, there are books that attend to bilingual babies and early learners’ linguistic and racial identities. As bi/multilingual researchers, former early elementary teachers, and women of color, we know that representation matters, and at this stage, as foundations of identity and literacy are taking root, it is imperative that children’s literature be present and representative of the intersection of race/ethnicity, age and language. This article utilizes a critical multimodal framework to explore the representations of bilingualism for Brown and Black babies in American books designed for 0–3 year olds and the families that raise them. A critical multimodal framework allows for a rich analysis of the multiple modes in the children's literature through the lens of Critical Race Theory and Critical Language and Race Theory. Intentional criteria were utilized in the collection of the baby books which included age, type of book, author, publication year and location. In addition to the aforementioned criteria, the books also had to be bilingual or demonstrate the intentional use of two languages including Spanish and any variety of English. As we disrupt white monolingual norms and create more bi/multilingual representation for Brown and Black babies, this article serves as a conversation that centers the “linguistic genius” of bilingual babies of color and offers ways of viewing and reading about them and to them.
Intersectionality is a concept that focuses on social inequality towards black people and provides an analytical instruments for creating social justice issues in such a way in order to depict how social marginalization, or privilege occurs differently in various social positions. It does this by focusing on the interaction of multiple systems of oppression. Intersectionality is used to examines how the social factors; race, gender, and class can affect the people's life especially the immigrants, black people, and refuges. This article will depicts how blacks in Canada are segregated and distinguished from white race. David Chariandy's I've Been Meaning To Tell You: A Letter to My Daughter 2018 is analyzed through Kimberle Crenshaw's concept (intersectionality) by using postcolonial theory to show how person with a different race, class, and gender can be bullied and eliminated from many benefits.
Background
Public health research highlights the influence of socio-political biases shaping obstacles to fair healthcare access based on gender. South Africa has shown commitment to resolving gender imbalances in healthcare, historically emphasizing cisgender women’s challenges. However, research gaps exist in exploring how public health systems perpetuate disparities among gender-diverse persons, like trans women, who face exclusion due to their deviation from cisgender norms in healthcare. Critical, intersectionality-informed health research carries the potential to reveal the diversity of gendered healthcare experiences and expose the systems and processes that marginalize trans patients.
Methods
This study adopts a critical trans politics perspective to explore the socio-political forces limiting South African trans women's access to public healthcare. Using a critical narrative approach, the research asks:
1) What narratives do South African trans women share about their experiences in health systems?
2) What gendered societal structures, practices, and norms enable or hinder their inclusion in health systems?
Over a period of two months in 2022, five South African adult trans women between the ages of 22 and 30 participated in 60 to 90-min long, semi-structured individual, telephonic interviews, focusing on participants' subjective experiences in healthcare.
Results
Trans women's narratives unveiled a culture of medical genderism in South African public healthcare, discriminating against patients whose gender misaligns with societal norms. This culture is represented by the trans women's experiences of their identities being structurally stigmatized and delegitimized when seeking healthcare, reflected in institutional policies, practices, and protocols consistently disregarding and misgendering them. Trans women’s systemic erasure was illustrated by the restricted professional knowledge, availability, and adoption of gender-affirming healthcare in a ciscentric public healthcare system prioritizing cisgender needs. The intersection of gender, race, and class dynamics compounded the obstacles faced in accessing healthcare.
Conclusions
This inquiry underscores the structural hurdles trans women face when accessing suitable public healthcare. It introduces a gender equity framework for trans inclusive healthcare, outlining implications for research, theory, policy, and practice. Toward the goal of embracing complexity and diversity, this framework, for example, promotes the rigorous absorption of trans persons and their healthcare experiences in gender-responsive programming, and encourages the development of a comprehensive understanding of gender equity from an intersectional perspective incorporating the unique needs and rights of trans healthcare seekers. The framework also offers practical guidance for cultivating health systems attuned to gender diversity (such as addressing medical genderism and recognizing the broad spectrum of identity at a policy level).
Health disparities and the impact of racism on the mental and physical health of people of color has been well-documented. However, health research has historically approached race as a genetic and biological attribute to explain differences in health outcomes. Although more recent policies and research have begun to move toward conceptualizing race as a socially constructed category that can be thought of as a proxy for racism, the ways in which race and racism are conceptualized in mental health disparities research needs deeper analysis. Using critical race theory (CRT) and content analysis, we investigate how mental health research has examined race, racism, and mental health in PubMed articles published between 2012 and 2022. Findings suggest a need for more complex conceptualizations of race, particularly related to essentialized, monoracial framings that rarely explore how race is defined and employed. Much of the research analyzed did not position racism, discrimination, or oppression as central to contextualizing racial mental health disparities. Additionally, the role of voice was often missing, limiting understandings of racialized experiences. Results of this analysis illuminate areas the need for more racism conscious approaches to understanding racial disparities in mental health and identifying opportunities to promote health equity.
Neighborhoods, as built and social environments, have significant implications for mental health. Children raised in high-poverty neighborhoods, who are disproportionately Black, Indigenous, and people of color, have a greater risk of adverse life outcomes. Neighborhood gentrification is also salient when examining mental health outcomes as neighborhood economic contexts shift around a child. This review scopes, describes, synthesizes, and critiques the existing literature on the relationship between neighborhood poverty/gentrification and mood disorder symptoms among children ages 3–17 in the United States (U.S.). Given the history of structural racism in the creation of U.S. neighborhoods, inclusion criteria required that study samples be racially diverse. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for scoping reviews, seven databases and grey literature were searched; 17 studies were included (total n = 122,089). Fourteen studies found significant associations between neighborhood poverty/gentrification and child depression. Three longitudinal studies found significant results suggesting that childhood neighborhood poverty/gentrification may have a lagged effect, with depression emerging later in life. Neighborhood poverty and gentrification require further examination as social determinants of mental health. Researchers should examine neighborhood poverty and gentrification as social determinants of mental health. Policies that reduce neighborhood economic disparities are needed across the U.S.
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