Journal ArticleDOI
Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies: Recognizing Students of Color as Holders and Creators of Knowledge:
TLDR
In this article, the authors compare and contrast the experiences of Chicana/Chicano students through a Eurocentric and a critical raced-gendered epistemological perspective and demonstrate that each perspective holds vastly different views of what counts as knowledge, specifically regarding language, culture, and commitment to communities.Abstract:
For too long, the histories, experiences, cultures, and languages of students of color have been devalued, misinterpreted, or omitted within formal educational settings. In this article, the author uses critical race theory (CRT) and Latina/Latino critical theory (LatCrit) to demonstrate how critical raced-gendered epistemologies recognize students of color as holders and creators of knowledge. In doing so, she discusses how CRT and LatCrit provide an appropriate lens for qualitative research in the field of education. She then compares and contrasts the experiences of Chicana/Chicano students through a Eurocentric and a critical raced-gendered epistemological perspective and demonstrates that each perspective holds vastly different views of what counts as knowledge, specifically regarding language, culture, and commitment to communities. She then offers implications of critical raced-gendered epistemologies for both research and practice and concludes by discussing some of the critiques of the use of the...read more
Citations
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Whose culture has capital? A critical race theory discussion of community cultural wealth
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.
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Affirming Diversity: The Sociopolitical Context of Multicultural Education
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Madness and Civilization: A History of Insanity in the Age of Reason.
TL;DR: Michel Foucault takes the reader on a serendipitous journey in tracing the history of madness from the 16th to the 18th centuries using original documents, which recreates the mood, the place, and the proper perspective in thehistory of madness.
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Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates
TL;DR: Yosso, Smith, Miguel Ceja, and Daniel Solorzano as mentioned in this paper explored and understood incidents of racial microaggressions as experienced by Latina/o students at three selective universities.
Journal ArticleDOI
Toward a Tribal Critical Race Theory in Education
TL;DR: The program is rooted in the idea that American Indians can engage in the process of educating themselves, and can do so through both Indigenous wisdom and knowledges often found in dominant society as discussed by the authors.
References
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Journal ArticleDOI
Discipline and Punish: The Birth of the Prison.
Journal ArticleDOI
Discipline and Punish: The Birth of the Prison
TL;DR: In this paper, the authors present La Volonté de Savoir, the methodological introduction of a projected five-volume history of sexuality, which seems to have a special fascination for Foucault: the gradual emergence of medicine as an institution, the birth of political economy, demography and linguistics as human sciences, the invention of incarceration and confinement for the control of the "other" in society (the mad, the libertine, the criminal) and that special violence that lurks beneath the power to control discourse.
Book
Discipline and Punish: The Birth of the Prison
TL;DR: Foucault shows the development of the Western system of prisons, police organizations, administrative and legal hierarchies for social control and the growth of disciplinary society as a whole as discussed by the authors.
Journal ArticleDOI
Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms
TL;DR: In this paper, a qualitative approach to connect homes and classrooms is presented. But the approach is limited to the use of knowledge for teaching, and it is not suitable for the general public.