Beyond Critique

Levinson, Bradley A.; Gross, Jacob P. K.; Hanks, Christopher; Dadds, Julia Heimer; Kumasi, Kafi D; Link, Joseph

doi:10.4324/9781315635828

Cited by 8 publications

(8 citation statements)

References 0 publications

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“…These counternarratives support CRT scholars' acknowledgment of intersectionality and the multiple layers of subordination based on gender, class, and sexuality, and people who belong to more than one demographic or ethnic group are affected by inequality in more than one way (Levinson et al 2011;Yosso et al 2004). In this study, race and gender appear to co-exist as oppressive factors that impact the experiences of POC, and these factors may have contributed to the participants having experienced more racial microaggressions.…”

Section: How Microaggressions Are Experiencedsupporting

confidence: 58%

“…The counter-narrative is one of the central tools used by CRT to give precedence to the experiences of minority groups and to highlight the many faces of racism in everyday educational practices. CRT scholars posit the stories that POC tell come from a frame of reference different from the dominant culture and challenge the status quo and the stories of POC speak from an experience framed by racism, and they must be able to give voice to their distinct experiences (Levinson et al 2011). Considering this, the counter-narrative is offered in the presentation of the data.…”

Section: Methodsmentioning

confidence: 99%

“…Whiteness is a social-political and cultural construct that underpins the operation and existence of everyday racism and microaggressions. Whiteness is associated with a position of power that maintains the interest of Whites which produces inequity and results in the reproduction of power for White groups (Lander and Santoro 2017;Levinson et al 2011). Other researchers concur that Whiteness is normative, and it sets the standard of what is acceptable in many social situations (Delgado and Stefancic 2017).…”

Section: Racial Microaggressions and Whitenessmentioning

confidence: 99%

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Voices of Black Faculty at Predominantly White Institutions: Coping Strategies and Institutional Interventions

Mickles-Burns

2023

Journal of Applied Social Science

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Black faculty are underrepresented in the academy, and it is critical to clarify an understanding of how racism and privilege influence people of color working in academia. The aim of this paper is to examine the experiences of Black full-time faculty with racial microaggressions at predominantly White institutions (PWIs). Seven Black faculty members were interviewed using in-depth, semi-structured interviews. The results revealed the following themes of how microaggressions are experienced: ignored input; challenged credibility; cultural exclusion; encouraged to look away from discrimination; and stereotypes and intersection challenges. Furthermore, themes on coping strategies are found: overworking, outside support and self-care, and denial versus confrontation. It was found that faith, family, and extra university community support improved coping. Additionally, changing cultural mindsets and institutional support were noted as key to navigating the normal course of inquiry in higher education.

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Section: How Microaggressions Are Experiencedsupporting

confidence: 58%

Section: Methodsmentioning

confidence: 99%

Section: Racial Microaggressions and Whitenessmentioning

confidence: 99%

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Voices of Black Faculty at Predominantly White Institutions: Coping Strategies and Institutional Interventions

Mickles-Burns

2023

Journal of Applied Social Science

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“…As extant research and results show, cumulative and intersecting forms of structural violence, in the forms of postcolonial historical oppression, sexism, racism, classism, trauma, and violence, place Indigenous women at the intersection of the devaluation and dehumanization of women, particularly women of color (Weaver, 2009). The context of historical oppression clearly reversed the woman-centered matrilineal roles, in effect, poisoning these Indigenous communities with the patriarchal gender norms that are risk factors for IPV (Moore et al, 2010). Historical oppression has also undermined roles for Indigenous men (Brassard et al, 2015), leading to their overrepresentation in criminal justice systems (Riel et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“Why I Stayed in That Relationship”: Barriers to Indigenous Women’s Ability to Leave Violent Relationships

McKinley

Liddell

2022

Violence Against Women

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Indigenous women in the United States are among the most vulnerable to intimate partner violence (IPV), which has reached endemic levels. The purpose of this qualitative inquiry was to understand contextual factors and barriers to becoming liberated from violence. Reconstructive analysis of data from a critical ethnography with a sample of 231 women across two tribes who described IPV relationships identified the following themes: controlling relationships, losing sense of priorities, using children, socioeconomic stress, family pressures, and restricting relationships. Results revealed these tactics, which parallel those used in the patriarchal colonialism of historical oppression, impeded women’s liberation from relationships.

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“…In doing so, researchers also ask who is and is not included in the policy-making process and who does and does not benefit from these policies. Employing critical social theory in this way can illuminate educational processes on multiple levels, allowing researchers to better understand relationships between teachers and students and the structure of educational policies and systems more broadly (Levinson et al, 2015).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Educational (de)segregation in North Macedonia: The intersection of policies, schools, and individuals

Bloodworth

2020

European Educational Research Journal

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North Macedonia’s two main ethnic groups, the Albanians and Macedonians, have experienced increasing segregation in education, though recent political shifts have made social cohesion a priority, which could replace decades of segregationist policies and break down a damaging cycle of segregation. Using a qualitative approach, I examine the complex relationship between policies, schools, and individuals through analysing 18 years of education policies, interviews/focus groups with 30 participants, and four years living and working in segregated communities. To explore how educational policies, institutions, and practices perpetuate ethnic segregation in North Macedonia, and how growing up in a divided society shapes individuals’ conceptions of themselves and other predominant ethnic groups, I employ contact theory and critical policy analysis. I find that as students grow up in divided schools and communities, their conceptions of the self and of people from other ethnic groups are constituted by these experiences of segregation. While the nation’s education policies currently include more initiatives for integrated education, these have yet to be implemented satisfactorily, meaning that public schools could teach inclusion and serve as a mechanism for dispelling negative stereotypes, but to do so requires a reconceptualization of ethnic difference and a cohesive vision of national identity.

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Beyond Critique

Cited by 8 publications

References 0 publications

Voices of Black Faculty at Predominantly White Institutions: Coping Strategies and Institutional Interventions

Voices of Black Faculty at Predominantly White Institutions: Coping Strategies and Institutional Interventions

“Why I Stayed in That Relationship”: Barriers to Indigenous Women’s Ability to Leave Violent Relationships

Educational (de)segregation in North Macedonia: The intersection of policies, schools, and individuals

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