Handbook of Critical and Indigenous Methodologies 2008
DOI: 10.4135/9781483385686.n4
|View full text |Cite
|
Sign up to set email alerts
|

Waiting for the Call: The Moral Activist Role of Critical Race Theory Scholarship

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1
1
1

Citation Types

0
69
0
1

Year Published

2009
2009
2019
2019

Publication Types

Select...
6
3

Relationship

0
9

Authors

Journals

citations
Cited by 74 publications
(70 citation statements)
references
References 9 publications
0
69
0
1
Order By: Relevance
“…Therefore, social justice is often aligned with critical race perspectives and critiques of systemic White privilege (Arai & Kivel, 2009;Bergerson, 2003;Cooks, 2003;hooks, 1994;Kivel, 2000). Social justice is an incomplete process, as there are continuous avenues for critical engagement (Ladson-Billings & Donnor, 2008). Efforts toward social justice actively interrupt systems of oppression that are rooted in culture, history, and economics.…”
Section: Social Justice and Critical Theoriesmentioning
confidence: 98%
“…Therefore, social justice is often aligned with critical race perspectives and critiques of systemic White privilege (Arai & Kivel, 2009;Bergerson, 2003;Cooks, 2003;hooks, 1994;Kivel, 2000). Social justice is an incomplete process, as there are continuous avenues for critical engagement (Ladson-Billings & Donnor, 2008). Efforts toward social justice actively interrupt systems of oppression that are rooted in culture, history, and economics.…”
Section: Social Justice and Critical Theoriesmentioning
confidence: 98%
“…This holds especially true for the post-Brown era where there is a ''critical race disconnect between communities of color and their schools, teachers, and administrators'' (Parker and Villalpondo 2007, p. 521). In keeping with this commitment and what Ladson-Billings and Donnor (2005) describe as the ''moral activist role of critical race theory scholarship'', I utilize interdisciplinary methods and research, as well as historical perspectives grounded in the experiences of former Black school superintendents, to challenge the ideologies of color blindness, race neutrality, and equal opportunity to advance change that ultimately improves the educational experiences of Black and other historically marginalized children and youth.…”
Section: Theoretical Frameworkmentioning
confidence: 99%
“…Participants in interpretive projects may represent marginalized or underrepresented groups, whether in regard to race, sexuality, gender, or class (Ladson-Billings and Donnor 2005), or some intersection of these.…”
Section: Introductionmentioning
confidence: 99%