Guest Editor's Introduction

Chemers, Michael M.

doi:10.18061/dsq.v25i3.574

Cited by 6 publications

(2 citation statements)

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“…According to these authors, several principles are necessary to a Critical outlook about disability, such as the rejection of disability as a fact because disability is a Social Construction, the use of Critical Praxis, the necessity of Critical Reflection, and the need to dialogue with other Oppressed groups (Critical Allyship). Meekosha and Shuttleworth (2009) Centring Identity and echoing Butler (2020) in her earlier writings, Chemers (2005) argues that Identity is performative, and thus, the body marked as disabled is the body with the greatest potential for destabilizing the very systems of oppressive hegemony that so mark it.…”

Section: Critical Race Theorymentioning

confidence: 95%

“…For example, Anti-Racism requires educators to focus on Racial Identities (Harper, 1997). Butler (2020) and Chemers (2005) argue that Identity formation takes place through a stylized repetition of acts, and thus formed, Butler (2020) would agree with Bilgrami (2006) that Identity has a political purpose, even if, as Liu (2021) argues, it might be for more self-serving and personal purposes such as virtue signalling,…”

Section: Inclusionmentioning

confidence: 99%

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Does Ontario’s Ministry of Education Promote Critical Theory in K-12 Education?

Reich

2023

Preprint

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Critical Theory (CT) has evolved from European neo-Marxism into American Identitarianism. Its pedagogy seeks societal revolution by re-focusing children’s education on identity power conflicts. CT has been criticized in the literature as pedagogically misguided, harmful to low SES students, dependent on stereotyping, hostile to evidence, and self-serving; therefore, any adoption by educational policy-makers begs for an explanation. This thesis examines whether Ontario’s Ministry of Education has indeed promoted CT in K-12 education. I employ mixed methods to define key terminology, and track its usage in 673 Ministry policy documents spanning 1982-2022. I find that the Ministry – even under the Conservatives – has increasingly adopted CT terms while poorly and inconsistently defining them. I attribute this to opportunistic framing, institutional isomorphism, and elite agenda-setting, arguing that the Ministry is generating disregard for empirically-tested teaching methods necessary for literacy, numeracy and critical thinking proficiency. Additionally, CT’s pessimistic divisiveness threatens social and civic cohesion.

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Section: Critical Race Theorymentioning

confidence: 95%