Critical Race Theory

Willis, Arlette Ingram

doi:10.1007/978-3-319-02252-9_2

Cited by 6 publications

(8 citation statements)

References 42 publications

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“…Such inequities often result from inequities outside the WTW systems (Keiser et al, 2004;Lee & Yoon, 2012) that remain unchallenged in a system operating on the idea of equal-treatment of all clients, which shifts the responsibility for outcomes onto clients. In such a color-blind (Bonilla-Silva, 2001;Monnat, 2010) system, white supremacy and institutionalized racism (Delgado & Stefancic, 2017) go unchallenged. This interpretation helpsbesides other possible factors at play such as possible frontline-workers beliefs and practices (Bonds, 2006;Soss et al, 2011)-to understand the race disparities in sanctions and exemptions found in California.…”

Section: Discussionmentioning

confidence: 99%

“…Welfare discourses are often shaped by existing racial stereotypes that are part of the social framework of knowledge about race and racial issues. Critical race scholars assume that racial discrimination and white supremacy are structurally embedded in organizations, institutions and bureaucratic practices (Delgado & Stefancic, 2017). Bonilla-Silva (2001), for instance, argues that the adoption of color-blind racism leads to a reproduction of racial structures in the United States, identifying three dominant frames of color-blind racism that perpetuate racial power structures within U.S. society.…”

Section: Social Equity Discourse and Critical Race Theorymentioning

confidence: 99%

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Equity versus equality: Discourses and practices within decentralized welfare‐to‐work programs in California

et al. 2020

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The U.S. welfare reform of 1996 brought about highly decentralized Welfare-to-Work (WTW) programs, granting discretion to states and local governments to implement policies. Previous research has emphasized racial disparities in WTW sanction rates, by focusing on state/county characteristics or frontline-workers' biases. There is a dearth of research focusing on different understandings of equity or equality and corresponding practices embedded within WTW programs at the state and local levels. This knowledge is important to better understand how race disparities in WTW may be shaped. Our case is California's comparatively generous and highly devolved WTW program and its implementation in two most different counties. Descriptive analysis of administrative data reveals racial disparities in WTW sanctions and exemptions at the state-level and contrasting racial disparity patterns across two counties. Drawing on an equity framework, critical discourse analysis (CDA) of policy documents and interviews at the state level reveals conflicting discourses and practices around equity and equality, leaving room for interpretation at local agencies. CDA of county-level documents and interviews with county administrators showcases contrasting discourses and practices: while one county operates on an equality discourse that does not challenge existing disparities, the other county adopts an equity-related discourse of providing

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Section: Discussionmentioning

confidence: 99%

Section: Social Equity Discourse and Critical Race Theorymentioning

confidence: 99%

Equity versus equality: Discourses and practices within decentralized welfare‐to‐work programs in California

et al. 2020

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“…Using Black immigrant literacies as a lens to expand how literacy and English language arts are taught in classrooms finds support in critical literacy which suggests that a centering of race is necessary via a critical approach to literacy-one that engages with the cultural effects of literacy as a necessary "component of a mainstream school curriculum" (Luke, 2018, p. 17;Willis, 2023a).…”

Section: Dave a Bahamian Immigrant In The United Statesmentioning

confidence: 99%

Black Immigrant Literacies and the Promise of Unbroken Englishes: Five Things Every Teacher Should Know and Can Do

Smith¹

2023

The Reading Teacher

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“Black immigrant literacies” is an intersectional framework that draws from diaspora literacy, racial literacy, and transnational literacy to center race and present teachers with a lens that can support Black immigrant students and their peers' literacies in classrooms. Black immigrant youth can be described as first‐, second‐, or third‐generation immigrants to the United States who identify as Black and who migrate to the United States from Africa, the Caribbean, or elsewhere. Many students from the Black immigrant population, though largely “invisible,” tend to be regarded as a new model minority and as designer immigrants. New model minority perceptions of Black immigrants persist because of claims of immigrant superiority and because Black immigrants have long been perceived as having socioeconomic advantages over their Black American peers. Given that Black immigrants originate primarily from the Caribbean or Africa, accounting for over half of all Black foreign‐born people in the United States, and considering that the Caribbean remains the most common region of birth for the over 4 million Black immigrants in the United States, accounting for almost half of the total, I paint a selective portrait of the intersectionalities surrounding Black immigrant literacies as a basis for teachers to better understand Black immigrant students' needs in classrooms. I also draw specifically from Black Caribbean immigrant literacies to identify and describe five things that every teacher should know and can do when encountering Black Caribbean in English language arts and literacy instruction. Through provisions such as legitimizing “unbroken Englishes,” supporting “translanguaging with Englishes,” cultivating “holistic literacies,” and fostering “local–global connections,” it is anticipated that teachers of Black immigrants in the United States, Caribbean, and beyond will begin to unmask invisibility of this population in their classrooms. Through the use of this framework, it is also expected that teachers will be able to better support all students who engage with the literacies of Black immigrants in United States schools.

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“…The archival record suggests that in the field of education (and literacy education more specifically), teacher preparation is still evading race or reifying commonsense views of race, resulting in missed opportunities to promote social justice in education. For example, as Willis (2017) noted, "[m]any literacy researchers characterize race as a variable, identity, pathology, and cause célébre but seldom as a framework for research" (p. 24). A decade before Willis, O'Connor, Lewis, and Mueller (2007) made a similar point about race in education research, arguing that race has been woefully undertheorized and typically treated either as synonymous with culture or as an independent variable in quantitative studies (p. 541).…”

Section: Literacies Of Interrogation: Racial Literacies As Exemplarmentioning

confidence: 99%

Literacies of Interrogation and Vulnerability: Reimagining Preservice Teacher Preparation Designed to Promote Social Justice in Education

Croom¹,

Flores

Kamberelis

2020

Handbook on Promoting Social Justice in Education

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To contribute to promoting social justice in education, the concept of literacy itself must be radically reimagined. This reimagining involves moving beyond thinking about literacy as primarily an engagement with print (or even print and visuals), beyond thinking about multiple literacies or new literacies, and even beyond understanding literacies as social and cultural practices. Instead, we must come to grips with the living fact that literacy and literacies embody historical, cultural, social, economic, and political ideologies that, as Marx taught us, operate "behind our backs" and hold systems and practices of privilege/oppression in place. To begin to make these ideologies visible and to de/reconstruct these systems and practices, literacy scholars and teachers must develop literacies of interrogation and literacies of vulnerability. Literacies of interrogation involve trying to understand the conditions of possibility that incline us to believe what we believe, think what we think, and do what we do, and then to de/reconstruct those conditions of possibility to show that they are effects of particular historicalsocial-cultural forces and not universal, unchangeable facts. Literacies of vulnerability involve building relationships with students and their families based on reciprocity, respect, and mutual trust with the goal of making social, cultural, and economic capital more accessible to all. Both of these reimagined literacies involve both a de/reconstructive impulse and an ethic of care; literacies of interrogation underscore the former; literacies of vulnerability emphasize the latter. In the end, becoming conversant with both kinds of literacies is necessary if future literacy teachers are to become allies in promoting social justice in classrooms, schools, communities, and the world.

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Critical Race Theory

Cited by 6 publications

References 42 publications

Equity versus equality: Discourses and practices within decentralized welfare‐to‐work programs in California

Equity versus equality: Discourses and practices within decentralized welfare‐to‐work programs in California

Black Immigrant Literacies and the Promise of Unbroken Englishes: Five Things Every Teacher Should Know and Can Do

Literacies of Interrogation and Vulnerability: Reimagining Preservice Teacher Preparation Designed to Promote Social Justice in Education

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