Critical Race Theory Matters

Educational resilience and experiences of African students with a refugee background in Australian tertiary education

“…As a research methodology, life history narrative enables analysis at multiple levels and recognises that the individual story is always intertwined with larger stories . This study provides a platform for refugee background students' voices to be heard on issues that affect their lives (Delgado, 1989;Zamudio et al, 2011). We need to strengthen the capacity of students with a refugee background "to exercise 'voice', to debate, contest, and oppose vital directions for collective social life as they wish" (Appadurai, 2004, p. 66).…”

“…Onsando and Billett (2009) hold the view that access to education and training is a means to developing self-esteem and confidence and, above all, creates opportunities for employment and a better living standard. However, these potential transformative effects can be compromised, and difficulties exacerbated, when refugee background students enter class/lecture rooms where their histories, experiences, background and knowledge are not reflected in the curriculum (Zamudio, Russell, & Rios 2011). In other words, when refugee background students enter schools and tertiary education systems in host communities, the unfamiliar curriculum and pedagogical demands can limit their progress and completion of tertiary education (Naidoo et al, 2015).…”

Educational Salvation: Integrating Critical Spirituality in Educational Leadership

“…Professed colorblindness, moreover, can become an excuse to not have to deal with difficult issues regarding race or ethnicity. Zamudio et al (2011) stated, "It [colorblindness] fails to consider the extent that society is racialized both interpersonally and institutionally" (p. 22). This is the same for leaders who assume that racism is either a thing of the past or that it is limited to interpersonal interactions and/or misunderstandings (Bergerson, 2003;Tatum, 1997).…”

“…An example was given by Lipsitz (2002) who observed, "By channeling loans away from older inner-city neighborhoods and toward white home buyers moving into segregated suburbs, the FHA and private lenders after World War II aided and abetted segregation in U.S. residential neighborhoods" (p. 64). Similarly, Zamudio et al (2011) noted, "When housing prices doubled in the 1970s, home owners saw equity increase exponentially. At the same time, people of color were locked out of the suburban market by ongoing racial practices in the [housing] industry" (p. 28).…”

Contemporary perspectives on diversity interventions: A dilemma for educators

“…Gillborn (2008) has convincingly used a CRT framework to reveal the extent of racial discrimination within United Kingdom (UK) educational establishments, the role of government education policy in creating and per petuating racial inequalities, and the way that the media maintains a color-blind hegemony, a "common sense" group psychology that maintains that racism is a thing of the past and discourages antiracist educational policies and practices on the erroneous grounds that such policies are unnecessary. Zumudio, Russell, Rios, and Bridgeman (2011) have successfully employed CRT to show how affi rmative action can be used at both the micro and macro levels within schools and universities to address prevalent and pernicious forms of racial (and other) discrimination.…”