No! The team ain't alright! The institutional and individual problematics of race

Fasching-Varner, Kenneth J.

doi:10.1080/13504630903372520

Cited by 18 publications

(9 citation statements)

References 20 publications

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“…1 Black women’s theoretical contributions are also rarely acknowledged. When they are, it is within very narrowly defined curricular parameters, and is often experienced by White audiences as provocative and momentarily titillating, but not central to U.S. higher education mission and purpose (Edwards, 2014; Fasching-Varner, 2009).…”

Section: Sites Of Anti-blackness: Colleges and Universities In The Sementioning

confidence: 99%

Historically White Universities and Plantation Politics: Anti-Blackness and Higher Education in the Black Lives Matter Era

2018

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In this article, the authors argue that U.S. colleges and universities must grapple with persistent engagements of Black bodies as property. Engaging the research and scholarship on Black faculty, staff, and students, we explain how theorizations of settler colonialism and anti-Blackness (re)interpret the arrangement between historically White universities and Black people. The authors contend that a particular political agenda that engages the Black body as property, not merely concerns for disproportionality and inequality, is deeply embedded in institutional policy and practice. The article concludes with a vision for what awareness of anti-Black settler colonialism means for U.S. higher education.

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Section: Sites Of Anti-blackness: Colleges and Universities In The Sementioning

confidence: 99%

Historically White Universities and Plantation Politics: Anti-Blackness and Higher Education in the Black Lives Matter Era

2018

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“…The application of CRT in educational research allows the questioning of the role of schools, school processes, structures and policies in racial, ethnic and gender subordination (Solórzano & Yosso, 2002), and exposes underlying racism within educational practices and policies (McDonald, 2003). Its use in the field of education was originally introduced by Ladson-Billings and Tate (1995), who argued the need for critique of the 'status quo' in proposed educational reforms, for educational institutions were not matching in action what they articulated in commitments (Fasching-Varner, 2009;Ladson-Billings & Tate, 1995;Vass, 2014). CRT gives voice to marginalised minorities (Delgado & Stefancic, 2012), and values their knowledge and experiences of systems (Gillborn & Ladson-Billings, 2010b).…”

Section: Critical Race Theory and Educational Researchmentioning

confidence: 99%

Race, Rules and Relationships: What Can Critical Race Theory Offer Contemporary Aboriginal Boarding Schools?

Benveniste

Guenther

Dawson

et al. 2018

Journal of Intercultural Studies

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This paper arises from PhD research on an Australian, Northern Territory (NT) language education policy, 'Compulsory Teaching in English For the First Four Hours of Each School Day', led to the synergy of research evidence from two knowledge systems. Initiated in response to local NT Indigenous concerns, the research explored these concerns in detail using qualitative critical case study ethnographic across-cultural research approaches. This paper describes how Indigenous knowledge in relation to policy effects not only informed methodology but confirmed regional, national and international research in the field of bilingual education. In contrast, a critical discourse analysis on policy texts and discourse exposed flawed rationality and fallacy. This latter analysis was informed by Fairclough (1989) and Reisigl and Wodak's (2009) Historical Discourse Analysis, as well as the works of Foucault, Bourdieu, and others. As such, this paper explains how the research explored the issue of policy analysis and effects to afford a western explanation with Indigenous perspectives as the foundation of research that can help us travel the knowledge journey together.

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“…He had access to power and privilege at birth. There was no material advantage to be had by engaging in or even forwarding a critically conscious activism--as many critical race scholars suggest is often the 268 K. T. EDWARDS case for some white scholars today (Austin, 1995;Scheurich, 2002;Fasching-Varner, 2009). As such, Houzeau as a historical figure leaves individuals without an excuse.…”

Section: Consciencementioning

confidence: 99%

White activism and social justice in educational leadership: the work of Jean-Charles Houzeau

Edwards¹

2013

International Journal of Leadership in Education

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No! The team ain't alright! The institutional and individual problematics of race

Cited by 18 publications

References 20 publications

Historically White Universities and Plantation Politics: Anti-Blackness and Higher Education in the Black Lives Matter Era

Historically White Universities and Plantation Politics: Anti-Blackness and Higher Education in the Black Lives Matter Era

Race, Rules and Relationships: What Can Critical Race Theory Offer Contemporary Aboriginal Boarding Schools?

White activism and social justice in educational leadership: the work of Jean-Charles Houzeau

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