Afterword: Embracing the Tar-Baby. LatCrit Theory and the Sticky Mess of Race

Harris, Angela P.; Espinoza, Leslie

doi:10.2307/3481066

Cited by 40 publications

(53 citation statements)

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“…Certainly, African Americans have experienced a unique and horrendous history of racism and other forms of subordination in the US. Other People of Color have their own histories that likewise have been shaped by racism and the intersecting forms of subordination (Espinoza & Harris, 1998). By offering a two-dimensional discourse, the Black/White binary limits understandings of the multiple ways in which African Americans, Native Americans, Asian/Pacific Islanders, Chicanas/os, and Latinas/os continue to experience, respond to, and resist racism and other forms of oppression.…”

Section: Introductionmentioning

confidence: 98%

Whose culture has capital? A critical race theory discussion of community cultural wealth

Yosso

2005

Race Ethnicity and Education

4,628

4,737

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To cite this article: Tara J. Yosso (2005) Whose culture has capital? A critical race theory discussion of community cultural wealth, Race Ethnicity and Education, 8:1, 69-91, This article conceptualizes community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital. CRT shifts the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged. Various forms of capital nurtured through cultural wealth include aspirational, navigational, social, linguistic, familial and resistant capital. These forms of capital draw on the knowledges Students of Color bring with them from their homes and communities into the classroom. This CRT approach to education involves a commitment to develop schools that acknowledge the multiple strengths of Communities of Color in order to serve a larger purpose of struggle toward social and racial justice.

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Section: Introductionmentioning

confidence: 98%

Whose culture has capital? A critical race theory discussion of community cultural wealth

Yosso

2005

Race Ethnicity and Education

4,628

4,737

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“…While majoritarian tales position the norms of the dominant class as standard, they are inaccurate constructions of the knowledge and lived experiences of children, families, and communities of color. These norms are also known as majoritarian narratives (Yosso, 2006), majoritarian stories (Ikemoto, 1997;Solórzano & Yosso, 2002), master narratives (Montecinos, 1995), master scripts (Ladson-Billings, 2003;Swartz, 1992), and dominant discourses (Espinoza & Harris, 1997). Scholars, then, use a variety of terms to describe the pervasiveness of these tales, narratives, stories, and scripts and how they function to silence the voices of people of color through the consistent devaluing of their contributions and experiences in society.…”

Section: Theoretical Framework Crt and Latcrit In Bilingual Teacher Ementioning

confidence: 98%

“…LatCrit informs CRT because of its "insistence that questions of language, culture, and nation are inextricably intertwined with questions of race" (Espinoza & Harris, 1997). LatCrit also examines racialized layers of subordination based on immigration status, sexuality, phenotype, accent, and surname (Yosso, 2006, p. 7).…”

Section: Theoretical Framework Crt and Latcrit In Bilingual Teacher Ementioning

confidence: 98%

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Challenging Majoritarian Tales: Portraits of Bilingual Teachers Deconstructing Deficit Views of Bilingual Learners

Fránquiz

Salazar

DeNicolo

2011

Bilingual Research Journal

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This article argues that teacher-education programs often promote surface conceptions of inclusivity that limit preservice teachers' ability to understand and build upon the lived experiences of culturally and linguistically diverse youth. Conventional wisdom implies that teachers of color are native informants of these lived experiences; however, teacher educators should create opportunities for all teacher candidates to challenge prevalent myths about communities of color. Using critical race theory (CRT) and Latino critical race theory (LatCrit) the authors discuss a framework whereby teacher educators invite their students to construct counterstories through practices such as eliciting autonarratives, providing opportunities for reflective writing assignments, and coaching for equity.

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“…In addition to these three defining canons, CRT also makes use of narrative and story-telling (Delgado and Stefancic, 2000), and has been flexibly adopted by different groups wanting to explore and explain racism in different parts of society (see Espinoza and Harris, 2000).…”

Section: Critical Race Theorymentioning

confidence: 99%

Transracial adoption in England: a critical race and systems theory analysis

Sargent

2015

International Journal of Law in Context

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The legal requirements of transracial adoption of children in England changed in 2014. An amendment to the law removed a requirement that due consideration be given to the 'child 's religious persuasion, racial origin and ethnic and linguistic background '. This change was motivated by the belief that to do so would increase the number of transracial adoptions and thus decrease the number of children in care awaiting adoption. The likelihood of this change being successful is examined through a combination of critical race theory and systems theory. The combination of these theories permits an investigation into the communications between the political, legal and child welfare systems. This paper offers an enriched evaluation of the interactions of the child welfare, legal and political systems that should be of use to those who work in those systems, as well as providing a basis for understanding why this legal amendment will not achieve its objectives.

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Afterword: Embracing the Tar-Baby. LatCrit Theory and the Sticky Mess of Race

Cited by 40 publications

References 0 publications

Whose culture has capital? A critical race theory discussion of community cultural wealth

Whose culture has capital? A critical race theory discussion of community cultural wealth

Challenging Majoritarian Tales: Portraits of Bilingual Teachers Deconstructing Deficit Views of Bilingual Learners

Transracial adoption in England: a critical race and systems theory analysis

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