Advancing the Relationship between Critical Cataloging and Critical Race Theory

Snow, Karen; Dunbar, Anthony W.

doi:10.1080/01639374.2022.2089936

Cited by 6 publications

(4 citation statements)

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“…Critical cataloguing, which translates into the use of critical knowledge and thinking in cataloguing (Olson, 1997), has sought to study cases of social injustice, misrepresentation and negative biases, offensive terminologies, and hegemonic and oppressive hierarchical structures in the representation of communities and identities in KOSs and library catalogues (Dobreski et al, 2022;Perera, 2022;Snow and Dunbar, 2022). These issues have been discussed by authors whose studies have addressed the representation of various concepts in KOSs -for example, religion (De Miranda and Da Silva, 2019), ethnicity (Adler and Harper, 2018;Simo ˜es, 2010), gender identity (McDonald, 2020) and sexual orientation (Christensen, 2008) -with a particular focus on the Library of Congress Classification and the Library of Congress Subject Headings, and also the UDC, although to a lesser extent (e.g.…”

Section: The Biased Nature Of Kossmentioning

confidence: 99%

Prejudice but no pride: The Portuguese Universal Decimal Classification’s labelling of sexual orientation

Vicente,

Terra,

de Freitas

et al. 2024

IFLA Journal

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Critical cataloguing aims to study cases of social injustice, misrepresentation, negative biases, offensive terminologies, and hegemonic and oppressive hierarchical structures in the representation of communities and identities in knowledge organization systems. The aim of this study is to provide a critical analysis of the representation of sexual orientation in the Portuguese Universal Decimal Classification, grounded in a qualitative content analysis method. The results show that the principle of exhaustiveness does not manifest itself in the representation of sexual orientation. The absence of the term ‘heterosexuality’ mirrors the heteronormative hegemony, while the minoritization of ‘lesbianism’, but not of ‘male homosexuality’, reflects the patriarchal hegemony. The representation of sexual orientation carries the historical pathologization of sexual orientations other than heterosexuality. The Portuguese Universal Decimal Classification conveys negative biases and misrepresents sexual orientation in a way that is irreconcilable with present-day reality. Critical thinking must be encouraged within the library community and the Universal Decimal Classification should be promptly revised and updated.

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Section: The Biased Nature Of Kossmentioning

confidence: 99%

Prejudice but no pride: The Portuguese Universal Decimal Classification’s labelling of sexual orientation

Vicente,

Terra,

de Freitas

et al. 2024

IFLA Journal

View full text Add to dashboard Cite

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“…As noted by Snow and Dunbar (2022), "it is reasonable to consider that as CRT continues to expand and evolve within LIS, an even more intentional commitment to critical race theory [will also] lead to [the expansion of] critical race information theory (CRIT), similar to the way other subject areas have embraced CRT and enhanced their CRT discourse. For example, ethnic and indigenous studies have LatCrit and TribalCrit along with LGBTQ þ studies having OutCrit, QueerCrit, and [DisCrit].…”

Section: What Is Critical Race Information Theory?mentioning

confidence: 99%

“…2. See Bowers et al. , 2017, Dunbar (2006), Dunbar (2008), Dunbar (2021), Furner and Dunbar (2004), Hall (2012), Hughes-Hassell and Cox (2010), Hughes-Hassell (2013), Kumasi (2012), Kumasi (2021), Leung and López-McKnight (2020), Matthews (2020), Snow and Dunbar (2022), Stauffer (2020) and Walker (2015) as a non-exhaustive list.…”

Section: Notesmentioning

confidence: 99%

Every information context is a CRiTical Race information Theory opportunity: informatic considerations for the information industrial complex

Dunbar

2023

DTS

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PurposeThis paper is an extension of a panel presentation delivered in response to a joint call for panels by the Social Informatics and Information Ethics and Policy Special Interest Groups for the 2022 Association for Information Science and Technology conference. The purpose is to introduce critical race frameworks and tenets as a lens to develop, assess and analyze the social informatics (SI) within information science (IS) research, professional discourse, praxis and pedagogical paradigms. This paper spotlights one of the presentations from that panel, an iteration of Critical Race Theory (CRT) designed specifically for information studies: CRiTical Race information Theory (CRiT).Design/methodology/approachJust as importantly, using SI as part of the context, the paper also includes a discussion that illustrates research and theory building possibilities as both counter and complement to the technocratic advances that permeate society at every level (macro, mezzo and micro), which can also be reasonably framed as the information industrial complex. Thus, CRiT joins other forms of critical discourse and praxis grappling with deconstructing, decolonizing, demarginalizing and demystifying the influence and impact of information technologies. While CRiT has global intentions and implications, this specific discussion has an extensive American focus.FindingsIf we consider the rapid pace in which techno-determinism is moving toward the vise grip of techno-fatalism controlled by frameworks generated from the information industrial complex, we can reasonably consider that humanity on a global basis is living within a meta-large technocratic crisis moment. This crisis moment is both acute and chronic. That is, the technocratic crisis is continuously moving quickly while simultaneously worsening over an extended period of time with no remedies and few responses to substantively address the crisis.Research limitations/implicationsPart of the nature of information and data is measurability. Thus, identifying compatible nomenclature connecting the descriptiveness of intersectionality (a seminal CRT tool) as a qualitative research method to the measurability of data connected to quantitative research, a mixed method approach moves from possible to plausible. Additionally, within IS, there are often opportunities to measure human engagement, such as social media content, search engine use, assessing practices of categorizations, and multiple forms of surveillance data as a short list. Hence, the descriptiveness of intersectional qualitative research “mixed” with the measurability of quantitative research within information settings implies exponential methodological possibilities.Practical implicationsCRiT is multilayered, on the one hand, with the intention of being a discipline-specific, information-specific form of CRT. On the other hand, CRiT theory building is interdisciplinary and transdisciplinary based on information as omnipresent phenomena. An ongoing challenge for CRiT theory building is identifying and working within a balance between, practitioners who typically throw anything and everything at practical problems, while scholars often slice problems into such small segments that practical understanding is severely limited. Embracing and integrating the dynamic interplay between developing ideas and using them is the key to evolving CRiT within the social sciences.Social implicationsThere is plenty of room as well as a need for additional narrative discussing or challenging the use or appropriation of information from a technocratic approach, a counter to the information industrial complex.Originality/valueCRiT is emerging and cutting edge in discussion that addresses the technocratic determinism found in most scholarly discourses.

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“…In its modern iteration, the goal of CLS was to create a deeper understanding of the development of the U.S. legal system by the majority in power, its White population, and to therefore expose the legal system's neglect of minorities (Snow & Dunbar, 2022). At its inception, as De Tocqueville, Douglass, and Taney suggested, the legal system was created when slavery of Blacks was an integrated and accepted component of society.…”

Section: Preceding Both Echoes Of What Would Become the Heart Of Deba...mentioning

confidence: 99%

Montessori educators' knowledge and perceptions of critical race theory (CRT) and their receptiveness to incorporate CRT into curriculum and teaching practice

Niemann

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Black communities and individuals exist within a society that is meant to uphold and support White needs, advancement, and opportunity (Hardemon, Hardemon-Jones, & Medina, 2021).Understanding the reason for the inception of Critical Race Theory and its tenets, as well as the role Critical Race Theory plays within the lives of its stakeholders, allows for analysis of the potential gains and disadvantages of inclusion of CRT within classroom discourse (Rogers & Mosley, 2006). Within the debate for and against introduction of Critical Race Theory in education, proponents argue that exploring the lived experiences of all parties throughout history from their perspectives serves to provide a broader and deeper understanding of events under study by all students as those events pose relevance in different ways depending on each student's individual experiences with the subject content (Zirkel & Pollack, 2016). In the alternative, those who oppose inclusion of CRT within classrooms see repercussions that include creating a greater divide between minorities and majorities, placing blame and guilt on white students for past and present events involving oppression by race, and introducing historical events in a manner that opens the possibility for mistruths (Bella, 2022). This narrative study attempted to understand the knowledge and perceptions of Critical Race Theory by Montessori educators, and their willingness to include CRT within their curricula and teaching practices. The study consisted of five participants, all of whom are Montessori educators, each engaging in two interviews. The interviews were guided by the following research questions; 1. What is the participant's knowledge of and experience(s) with Critical Race Theory? 2.What is the participant's opinion of inclusion of Critical Race Theory within Montessori curriculum and instruction? 3. What are the reasons for the participant's stated opinion of inclusion of Critical Race Theory within curriculum and instruction? The use of in-vivo coding and analytic memos 3 were employed to examine the detailed experiences of the participants, through which each participant's knowledge and perceptions of Critical Race Theory were ascertained. It further sought to gain insight from the participants regarding their willingness to include Critical Race Theory as a lens for instruction into their curricula and teaching practices. The participants were found to possess varying degrees of knowledge of Critical Race Theory as extracted from the descriptions of their life experiences and/or formal acquisition of knowledge of CRT. Regardless of level of knowledge, all participants agreed that Critical Race Theory should be included in curriculum and instruction as a means for creating an inclusive and equitable learning environment as well as the global goal of dismantling systemic racism.

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Advancing the Relationship between Critical Cataloging and Critical Race Theory

Cited by 6 publications

References 0 publications

Prejudice but no pride: The Portuguese Universal Decimal Classification’s labelling of sexual orientation

Prejudice but no pride: The Portuguese Universal Decimal Classification’s labelling of sexual orientation

Every information context is a CRiTical Race information Theory opportunity: informatic considerations for the information industrial complex

Montessori educators' knowledge and perceptions of critical race theory (CRT) and their receptiveness to incorporate CRT into curriculum and teaching practice

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