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Marvin Lynn

Bio: Marvin Lynn is an academic researcher from Indiana University. The author has contributed to research in topics: Critical race theory & Racism. The author has an hindex of 19, co-authored 22 publications receiving 2810 citations. Previous affiliations of Marvin Lynn include University of Illinois at Chicago & University of California, Los Angeles.

Papers
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Journal ArticleDOI
TL;DR: In this article, critical race theory (CRT) is used as a methodological and epistemological tool to expose the ways race and racism affect the education and lives of racial minorities in the United States.
Abstract: This article will provide the theoretical and conceptual grounding for forthcoming discussions regarding how critical race theory (CRT), as a discourse of liberation, can be used as a methodological and epistemological tool to expose the ways race and racism affect the education and lives of racial minorities in the United States. To that extent, the goal is threefold. First, the authors seek to adequately define CRT by situating it within a specific socio-historical context. Second, they seek to present an argument for why there is a need for CRT in educational and qualitative research. In doing so, they discuss the ways concerns regarding race and racism have or have not been addressed previously in educational research. Finally, they speculate about what lies ahead. In doing so, they fully assess the possible points of agreement and conflicts between CRT and qualitative research in education.

582 citations

Journal ArticleDOI
TL;DR: In this paper, the authors critically synthesize how Critical Race Theory (CRT) as an emerging field of inquiry has been used as a tool of critique and analysis in K-12 education research, and stress the need for further research that critically interrogates race and racism in education.
Abstract: In this article, the authors critically synthesize how Critical Race Theory (CRT) as an emerging field of inquiry has been used as a tool of critique and analysis in K-12 education research. The authors point out that CRT has been used as a framework for examining: persistent racial inequities in education, qualitative research methods, pedagogy and practice, the schooling experiences of marginalized students of color, and the efficacy of race-conscious education policy. The authors explore how these studies have changed the nature of education research and stress the need for further research that critically interrogates race and racism in education.

311 citations

BookDOI
26 Aug 2021

264 citations

Journal ArticleDOI
TL;DR: In this article, the authors explore the connectivity of research and theories of African American emancipatory pedagogy to Critical Race Theory (CRT) and explore the guiding principles and maxims of CRT as an...
Abstract: This article explores the connectivity of research and theories of African American emancipatory pedagogy to Critical Race Theory (CRT). In doing so, the guiding principles and maxims of CRT as an ...

225 citations

Journal ArticleDOI
TL;DR: In a letter to Judge Friedman of the U.S. 6th District Court in Detroit, Michigan, the African American high school student's remarks express her worry that the courts will eliminate the single policy in education that aims to account for race.
Abstract: A s part of his 1978 opinion in the Bakke v. Regents of the University of California lXcase, Justice Blackmun's quotation speaks to the persistence of "problem of the color line" that W. E. B. DuBois identified in 1903. In a letter to Judge Friedman of the U.S. 6th District Court in Detroit, Michigan, the African American high school student's remarks express her worry that the courts will eliminate the single policy in education that aims to account for race. Her comments refer to the University of Michigan's race-conscious admission policy, challenged at the undergraduate and law school levels by White female candidates denied admission to the selective campus (see Gratz v. Bollinger, 2003; Grutter v. Bollinger, 2003). Taken together, these quotations reveal the "color-line problem" that undergirds affirmative action debates in higher education. Indeed, U.S. schools continue to limit equal educational access and opportunity based on race (Kozol, 1991; Lewis, 2003). Students of color remain severely underrepresented in historically White colleges and universities, and the few granted access to these institutions often suffer racial discrimination on and around campus (Lawrence & Matsuda, 1997; Smith, Altbach, & Lomotey, 2002; Solorzano, Ceja, & Yosso, 2000). Insidiously usurping civil rights language and ignoring the historical and contemporary realities of communities of color, opponents of affirmative

205 citations


Cited by
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TL;DR: The authors conceptualized community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital, shifting the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focusing on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged.
Abstract: 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.

4,897 citations

Journal ArticleDOI
TL;DR: The best book is the best book for each of us as mentioned in this paper, and we offer the best here to read, after deciding how your feeling will be, you can enjoy to visit the link and get the book.
Abstract: We present here because it will be so easy for you to access the internet service. As in this new era, much technology is sophistically offered by connecting to the internet. No any problems to face, just for this day, you can really keep in mind that the book is the best book for you. We offer the best here to read. After deciding how your feeling will be, you can enjoy to visit the link and get the book.

1,750 citations

Journal ArticleDOI
TL;DR: The authors introduce a framework to guide researchers into a process of racial and cultural awareness, consciousness, and positionality as they conduct education research, arguing that dangers seen, unseen, and unforeseen can emerge for researchers when they do not pay careful attention to their own and others' racialized and cultural systems of coming to know, knowing, and experiencing the world.
Abstract: This author introduces a framework to guide researchers into a process of racial and cultural awareness, consciousness, and positionality as they conduct education research. The premise of the argument is that dangers seen, unseen, and unforeseen can emerge for researchers when they do not pay careful attention to their own and others’ racialized and cultural systems of coming to know, knowing, and experiencing the world. Education research is used as an analytic site for discussion throughout this article, but the framework may be transferable to other academic disciplines. After a review of literature on race and culture in education and an outline of central tenets of critical race theory, a nonlinear framework is introduced that focuses on several interrelated qualities: researching the self, researching the self in relation to others, engaged reflection and representation, and shifting from the self to system.

1,064 citations

Journal ArticleDOI
TL;DR: Jasmine asserted that racism is prevalent in students at Wells Academy, an elite, pre-ership activities and was an athlete as discussed by the authors and was also very active in school leadership thatWells Academy is located in a major city activities.
Abstract: J asmine,' an African-American 9thexamining the educational experiences of cluding areas that can be considered upper grade student, described the racial and African-American students. Critical Race class, middle class, and less affluent areas. cultural climate at Wells Academy, an Theory (CRT) is a useful perspective from Most of the African American students, elite, predominately White, independent which to explore such phenomena. In this however, are considered middle class.2 school. She stated, "Everybody knows that article, we will illustrate how CRT can be Two such African-American students racism exists and that people are racist. So used to examine the experiences of were Malcolm and Barbara. Malcolm was when it comes out, they [faculty and stuAfrican-American students. We will use a 17-year-old senior from a middle-class dents] aren't that surprised that it is there." the counterstories of African-American family. He was very active in school leadAs Jasmine asserted, racism is prevalent in students at Wells Academy, an elite, preership activities and was an athlete. Barall aspects of society, with schools not dominately White, independent school. bara was an 18-year-old recent graduate being an exception. However, what is Wells Academy from a prominent, upper-class family. She most interesting about her statement is was also very active in school leadership thatWells Academy is located in a major city activities. Both students were very proud monplace within the school walls that in an affluent, predominately White area of their African-American heritage and monplace within the school walls that in the southeastern United States. Propoften participated in the African-Ameriwhen it appears, e erty values in this community range from can cultural activities at Wells. has already begun to understand the per$450,000 to over $3 million. Wells has Because of Malcolm's and Barbara's

1,014 citations