Critical Race Studies in Education: Examining a Decade of Research on U.S. Schools

Lynn, Marvin; Parker, Laurence

doi:10.1007/s11256-006-0035-5

Cited by 185 publications

(122 citation statements)

References 70 publications

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“…CRT study plays a necessary role in interrogating race and racism in education (Lynn and Parker 2006). According to Delgado and Stefanic (2001), racism is difficult to address in research due to its ordinary nature.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The "human colour" crayon: investigating the attitudes and perceptions of learners regarding race and skin colour

Alexander

Costandius

2017

Educ. as change

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Some coloured and black learners in South Africa use a light orange or pink crayon to represent themselves in art. Many learners name this colour "human colour" or "skin colour". This is troublesome, because it could reflect exclusionary ways of representing race in images and language. This case study, conducted with two schools in the western Cape, investigated grade 3 learners' attitudes and perceptions regarding race and skin colour through art processes and discussion. The aim was to promote critical engagement with race in Foundation Phase educational contexts. Suggestions include changing the language used to describe skin colour, just recognition and representation of races in educational resources and the promotion of critical citizenship education. This research indicates the need to create practical curriculum guidelines to discuss race issues in the South African classroom.

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Section: Theoretical Frameworkmentioning

confidence: 99%

The "human colour" crayon: investigating the attitudes and perceptions of learners regarding race and skin colour

Alexander

Costandius

2017

Educ. as change

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“…The most recent exclusion figures available for this school confirm this: nearly a quarter of girls who identified as mixed race (white and black Caribbean) or black Caribbean were excluded for a fixed period, compared to 23 out of 354 girls who identified as white British (OFSTED February 2003). A CRT analysis of school exclusion would take into account the unprecedented rate of exclusions from British schools, the CRT view that schooling reproduces the same racist structures seen in wider society (Duncan 2002), the dominant discourses that hold that the school system is essentially a fair and racially equal system to which minority ethnic students present an intrinsic problem or a threat (Ladson-Billings 1998;Lynn and Parker 2006), the oversurveillance of minority ethnic students (Blair 2000), the positioning of black identity as antieducational (Duncan 2002), the ways in which many young black people try to resist these negative positionings (Fordham 1996). The girls in the discussion group will negotiate these discourses, as Butler argues, both as they discuss others, and shifting between different racial positionings in the interview setting itself.…”

Section: Analysing Whitenessmentioning

confidence: 99%

Problematising the role of the white researcher in social justice research

Chadderton

2012

Ethnography and Education

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This paper contributes to the debate on decolonizing methodologies in qualitative research by considering how a white researcher can try and destabilise white supremacy when explicitly conducting research with social justice aims. It draws on data from a recent ethnographic study of minority ethnic pupils' experiences in secondary schools in England, and interrogates the tensions between the research aim to challenge racial stereotyping in education, and issues of race and power emerging from the research process. The paper investigates specifically the ways in which interaction is shaped by -frequently hidden, particularly to those privileged by them -structures of white supremacy. Developing an innovative analytical framework which draws on insights from both Critical Race Theory and the work of Judith Butler, the researcher problematises issues of voice and representation in conducting social justice research. It is argued that an approach which engages with elements of both structural and poststructural theory allows a more critical exploration of white supremacy through an understanding of the performativity of race. The author works towards a possible research methodology which not only takes into account, but also tries to destabilise processes of white supremacy in research by both recognising participants' efforts to do this, and trying to make researchers better able to take responsibility for their own complicity in perpetuating unequal racial structures. It is argued that such a recognition by white researchers will necessarily be an uncomfortable process.

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“…Whiteness studies appropriated the postmodern critique of Western epistemologythat is, whiteness constitutes a pseudo-universal category that hides its racial project behind various guises (Baez 2000;Blanchett 2006;Bowers 1996;Christian 2002;Gillman 2007;Green and Sonn 2006;Hays and Chang 2003;Johnson et al 2000;Keating 1995;Lynn and Parker 2006;Marable 2002;Perry 2001;Reitman 2006;Scheurich and Young 1997;Sleeter 1993). This project imposed a Eurocentric version of the world upon nonwhites-especially the precepts, assumptions, and values of the Enlightenment.…”

Section: How Whiteness Studies Redefine the Race Relations Problematicmentioning

confidence: 99%

Public Sociology or Partisan Sociology? The Curious Case of Whiteness Studies

Niemonen

2010

Am Soc

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This paper identifies the common themes in 245-plus refereed articles on whiteness studies that were published in academic journals after 1992 in an attempt to assess the implications of whiteness studies for the discipline of sociology. Of special interest is the relationship between whiteness studies and Michael Burawoy's call for public sociology. I argue that the emerging field of whiteness studies identifies itself as a public sociology that is infused by the moral vision of critical sociology. Nevertheless, the field does not accept professional sociology as Burawoy defined it. The ontological, epistemological, and soteriological foundations of whiteness studies encourage the field to pander to one segment of the public-the marginalized-and condemn another segment of the public-"privileged whites," thus rendering impossible a democratic dialogue on one of the most basic social issues of our time. Conflating Western epistemology with whiteness encourages a misreading of American social scientific work on race relations, thus opening the door to a so-called hermeneutics of suspicion. The result is not an innocuous "pop" sociology, but a partisan sociology, whose implications should caution sociologists against an uncritical embracing of public sociology.

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Critical Race Studies in Education: Examining a Decade of Research on U.S. Schools

Cited by 185 publications

References 70 publications

The "human colour" crayon: investigating the attitudes and perceptions of learners regarding race and skin colour

The "human colour" crayon: investigating the attitudes and perceptions of learners regarding race and skin colour

Problematising the role of the white researcher in social justice research

Public Sociology or Partisan Sociology? The Curious Case of Whiteness Studies

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