Academic Storytelling: A Critical Race Theory Story of Affirmative Action

Aguirre, Adalberto

doi:10.2307/1389799

Cited by 72 publications

(46 citation statements)

References 51 publications

(49 reference statements)

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“…As Aguirre (2000) points out, CRT stories are crucial social events and experiences that place the minority and their voice into the center, rather than the periphery. Therefore, CRT stories provide sociologists and other scholars with the minority's social reality, including oppression, racism, discrimination, and victimization, which are usually ignored in traditional social science research.…”

Section: British Journal Of Sociology Of Education 509mentioning

confidence: 99%

Understanding critical race theory as a framework in higher educational research

Savaş

2013

British Journal of Sociology of Education

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This paper reviews the existing literature to discuss how critical race theory has been applied as a theoretical framework to higher educational research in the United States and what its contributions are. To provide necessary context, I will discuss race and racism in the United States, the background of US higher education in relation to race, the emergence of critical race theory and its application in US higher education. Race and racism in the United StatesRace has been long studied by social scientists and as a result there is no single theory of race and race relations in the literature. Rather, most scholars have approached race and race relations in a critical way as it differently affects the life-chances of people from different races. Within this context, I have to first acknowledge that this paper does not claim that critical race theory (CRT) is an umbrella theory which covers all influential studies of race and racism in the United States. I have instead intentionally selected studies in educational research that have adopted CRT as the theoretical and methodological framework. Studies on race and racism indicate that, as a social construct, race has real and important consequences in US society and significantly affects the life-chances of people of color. The social structure of American society has been racialized, meaning that the United States is a society 'in which economic, political, social, and ideological levels are partially structured by the placement of actors in racial categories or races' (Bonilla-Silva 1997, 469). Our social relations are affected explicitly or implicitly by this racialized social structure. More importantly, this racialized social structure still seems to favor whites, as it was in the past, and people of color in comparison with whites do not have equal access to better *

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Section: British Journal Of Sociology Of Education 509mentioning

confidence: 99%

Understanding critical race theory as a framework in higher educational research

Savaş

2013

British Journal of Sociology of Education

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“…Using the tenets of CRT to consider our counter-narrative (Aguirre, 2000;Dixson & Rousseau, 2006), we identify several lessons that we feel are critical to fostering social justice in teacher preparation programs. First, teacher education programs need to understand that racism is an endemic part of US society.…”

Section: Can We Talk About Social Justice? Lessons About the Racial Pmentioning

confidence: 99%

Social Justice is Not Spoken Here: Considering the Nexus of Knowledge, Power and the Education of Future Teachers in the United States

Juárez

Hayes

2010

Power and Education

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Using the critical race theory methodology of counter-storytelling, the authors provide narratives of their experiences as teacher educators to consider why and how the racial power of Whiteness continues to derail teaching and learning for social justice in US teacher preparation programs, despite the democratic intentions, hard work and good will of many teacher educators. Contending that Whiteness serves as a hidden referent structuring interactions and activity within US teacher preparation programs, the authors draw on their narratives to highlight and analyze moments in time when teacher educators actively and fully participate in and enact the obstruction of social-justice-oriented educational endeavors, thus ensuring that future teachers will not be prepared to teach all students.

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“…CRT draws from a broad literature base in law, education, social sciences, humanities, and ethnic and woman's studies (see Aguirre, 2000;Crenshaw, Gotanda, Peller, & Thomas, 1995;Delgado, 1995a;Ladson-Billings, 1996;Ladson-Billings & Tate, 1995;Lynn, Yosso, Solórzano, & Parker, 2002;Matsuda, Lawrence, Delgado, & Crenshaw, 1993;Parker, Deyhle, Villenas, & Crosland Nebecker, 1998;Schur, 2001;Solórzano, 1997Solórzano, , 1998Tate, 1997;Wing, 1997). CRT is a framework that can be used to theorize and examine the ways race and racism impact on the structures, processes, and discourses within a higher educational context.…”

Section: A Critical Race Counterstory Of Affirmative Action In Highermentioning

confidence: 99%

A Critical Race Counterstory of Race, Racism, and Affirmative Action

Solórzano

Yosso

2002

Equity & Excellence in Education

227

124

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Academic Storytelling: A Critical Race Theory Story of Affirmative Action

Cited by 72 publications

References 51 publications

Understanding critical race theory as a framework in higher educational research

Understanding critical race theory as a framework in higher educational research

Social Justice is Not Spoken Here: Considering the Nexus of Knowledge, Power and the Education of Future Teachers in the United States

A Critical Race Counterstory of Race, Racism, and Affirmative Action

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