CRiT walking in higher education: activating critical race theory in the academy

Hughes, Robin L.; Giles, Mark S.

doi:10.1080/13613320903549685

Cited by 48 publications

(29 citation statements)

References 10 publications

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“…It is noteworthy that higher education scholars (e.g., Hughes & Giles, 2010;Patton & Catching, 2009;Solórzano, Villalpando, & Oseguera, 2005;Taylor, 2000) have published articles using CRT in other peer-reviewed academic journals. Their work demonstrates the utility of CRT in examining complex race-related phenomena and problems in U.S. colleges and universities.…”

Section: Discussionmentioning

confidence: 98%

Race without Racism: How Higher Education Researchers Minimize Racist Institutional Norms

Harper¹

2012

rhe

425

298

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This article analyzes 255 articles published in seven peer-reviewed journals over a 10-year period and presents examples of how higher education researchers undertake the study of campus racial climates; racial differences in access, outcomes, and attainment; and the experiences of students, faculty, and administrators of color on predominantly White campuses without explicitly considering racism or attributing quantified racial inequities to racist institutional practices. The analysis found three consistent trends: (a) racial disparities are overwhelmingly attributed to factors other than racism, (b) scholars use semantic substitutes for "racism" and "racist," and (c) critical race theory is rarely used for conceptual sense-making.

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Section: Discussionmentioning

confidence: 98%

Race without Racism: How Higher Education Researchers Minimize Racist Institutional Norms

Harper¹

2012

rhe

425

298

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“…However, in their contribution to Race, Ethnicity and Education, Hughes and Giles (2010) develop a mobile pedagogy based on this embodiment and understanding of positionality. They call this "CRiT walking" -and advocate that the method uses "historical data, personal accounts and observations, and social criticism of the surrounding landscape as [they] navigate toward new perspectives on established social and educational phenomena" (p. 41).…”

Section: Positionality: Crit Walking On a Red Roadmentioning

confidence: 99%

A Conceptual Framework for Non-Native Instructors Who Teach Adult Native American Students at the University

Buckmiller

Cramer

2013

Multicultural Learning and Teaching

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Native students often desire an education that will enable them to contribute to their home communities and facilitate tribal development, while retaining close ties to their cultural heritage and identity. We outline a conceptual framework that provides a starting point for non-Native American educators to consider as they engage Native American students in higher education. Four elements are critical for non-Native instructors to consider: his or her positionality; the history of educational delivery to Native populations -in particular the "Boarding School Era" -and its implications for education today; the presence of micro-aggressions felt by Native students on most college campuses; and how desires to increase and facilitate tribal sovereignty and self-determination may inform the education of Native students. By engaging in self-reflective pedagogy with positionality, history, and sovereignty in mind, non-Native instructors may be more likely to engage in effective strategies for Native learners.

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“…Armed with an increased awareness of the discursive construction of Black undergraduate women, faculty, and administrators can work to improve these circumstances where they have influence. If discourses are socially constructed (informed by shared meanings and practices), revealing and challenging those practices is at the core of critical inquiry and necessary for meaningful transformation (Hughes & Giles, 2010).…”

Section: Significance Of the Studymentioning

confidence: 99%

Textual silences and the (re)presentation of black undergraduate women in higher education journals: a critical discourse analysis

Everett

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Throughout history, media portrayals have shaped what is deemed important in a culture and the way people view "others" (McCombs & Shaw, 1972). Popular magazines, movies, music, and the news provide people with information regarding the needs and behaviors of individuals and groups; therefore, when real-life interactions with these populations are limited, media portrayals can significantly influence perception. Research has shown that in the U.S., media portrayals of people of color, women, and specifically Black women can be one dimensional and skewed, thus providing an inaccurate account of the way these people live (Brooks & Hebert, 2006; hooks, 1992). Similar to general society, the academy has its own channels of knowledge distribution that serve as the medium through which its messages and meanings are articulated and disseminated. These mediums include, but are not limited to, scholarly books, conferences, the classroom, the co-curriculum, and academic journals. Academic journals have become the official record of a discipline and, like popular media, shape perception (Love & Yousey, 2001). Academic journals, in their role as a discipline's official discourse, also set the agenda for and reflect what has been deemed important in a discipline at a specific point in time. Issues addressed in the academic journals of applied fields, such as education, influence practice and subsequent scholarship, as practitioners are encouraged to remain engaged so their practice is informed by scholarly research. For those of us interested in and working to enhance the educational experiences of undergraduate students of color, we notice that, for the better part of 20 years, discourses circulating via conference program books, academic journals, scholarly books, and the overall "buzz" in the field of student affairs and on campuses across the nation have constructed Black

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CRiT walking in higher education: activating critical race theory in the academy

Cited by 48 publications

References 10 publications

Race without Racism: How Higher Education Researchers Minimize Racist Institutional Norms

Race without Racism: How Higher Education Researchers Minimize Racist Institutional Norms

A Conceptual Framework for Non-Native Instructors Who Teach Adult Native American Students at the University

Textual silences and the (re)presentation of black undergraduate women in higher education journals: a critical discourse analysis

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