Journal Article•
From Racial Stereotyping and Deficit Discourse toward a Critical Race Theory in Teacher Education.
About: This article is published in Multicultural Education.The article was published on 2001-01-01 and is currently open access. It has received 442 citations till now. The article focuses on the topics: Critical race theory & Teacher education.
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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
Cites background from "From Racial Stereotyping and Defici..."
...Solorzano and Yosso (2001) explained that critical race theory in education works to “challenge . . . dominant ideology” (p. 2) and to centralize “experiential knowledge” (p. 3)....
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...From a critical race theory perspective, narratives and counter-narratives actually can contribute to policy, research, and theory (Ladson-Billings, 2004; Ladson-Billings & Tate, 1995; Morris, 2004; Parker, 1998; Solorzano & Yosso, 2001)....
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...Solorzano and Yosso (2001) asserted that critical race theory “challenges the dominant discourse on race and racism as it relates to education by examining how educational theory and practice are used to subordinate certain racial and ethnic groups” (p. 2)....
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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.
Abstract: Recently, I attended a celebration for the graduating cohort of the University of Utah’s American Indian Teacher Training Program (AITTP). 1 The AITTP is a program that prepares American Indians to become teachers with the stipulation that they teach in Indian-serving schools upon their graduation. 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. The eight graduates had worked for two years in an institution that often devalued their presence. They were joined by 180 family members and supporters for the celebration. During the course of the evening, each graduate had an opportunity to speak to the assembled group. Every graduate thanked the many family members who contributed to their academic successes, and each told a story about why they wanted to be a teacher and what it meant for their communities. One of the graduates said, ‘‘I struggled in school for a long time, not knowing whether or not I was able to do this work. Now I know I am.’’ She continued by stating, ‘‘Now, I
873 citations
Cites background from "From Racial Stereotyping and Defici..."
...Scholars utilizing CRT in education explicitly argue that their work must move toward eliminating the influence racism, sexism, and poverty have in the lives of students and faculty (Delgado Bernal & Villalpando, 2002; Parker, 1998; Solorzano & Yosso, 2001b)....
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...CRT confronts and challenges traditional views of education in regard to issues of meritocracy, claims of color-blind objectivity, and equal opportunity (Crenshaw, 1989, 1993; Delgado Bernal, 2002; Delgado & Stefancic, 2000; Solorzano & Yosso, 2001a; Villalpando, 2003)....
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...Embedded in this notion is a ‘‘liberatory or transformative response to racial, gender, and class oppression’’ (Solorzano & Yosso, 2001a, p. 8)....
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TL;DR: This paper found that through previous life experiences, the participants gained hegemonic understandings about race and difference, and responded to challenges to these understandings by relying on a set of "tools of whiteness" designed to protect and maintain dominant and stereotypical understandings of race.
Abstract: While much research that explores the role of race in education focuses on children of color, this article explores an aspect of the predominately White teaching force that educates them. This article explores findings from a qualitative study that posed questions about the ways in which White pre‐service teachers’ life‐experiences influenced understandings of race and difference, and how these pre‐service teachers negotiated the challenges a critical multicultural education course offered those beliefs. In keeping with the tenet of critical race theory that racism is an inherent and normalized aspect of American society, the author found that through previous life‐experiences, the participants gained hegemonic understandings about race and difference. Participants responded to challenges to these understandings by relying on a set of ‘tools of Whiteness’ designed to protect and maintain dominant and stereotypical understandings of race – tools that were emotional, ideological, and performative. This phen...
646 citations
01 Jan 2005
TL;DR: In this paper, a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education is presented, and the cornerstone of this framework is through the creation of culturally responsive educational systems, which assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based interventions and strategic improvements in practice and policy.
Abstract: In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based interventions and strategic improvements in practice and policy to improve students’ educational opportunities in general education and reduce inappropriate referrals to and placement in special education. We envision this work as cutting across three interrelated domains: policies, practices, and people. Policies include those guidelines enacted at federal, state, district, and school levels that influence funding, resource allocation, accountability, and other key aspects of schooling. We use the notion of practice in two ways, in the instrumental sense of daily practices that all cultural beings engage in to navigate and survive their worlds, and also in a technical sense to describe the procedures and strategies devised for the purpose of maximizing students’ learning outcomes. People include all those in the broad educational system: administrators, teacher educators, teachers, community members, families, and the children whose opportunities we wish to improve.
305 citations
Cites methods from "From Racial Stereotyping and Defici..."
...We draw from various theoretical frameworks (critical race theory, Latino/a critical theory, e.g., Ladson-Billings & Tate, 1995; Solorzano & Yosso, 2001) to understand the central role of power in human affairs and examine how presumed race-neutral structures in education actually reinforce racial…...
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TL;DR: This paper examined how discourses of diversity, circulating in educational policies, reflect and produce particular realities for people of color on university campuses and identified images of diversity and the problems and solutions related to diversity as represented in 21 diversity action plans generated throughout a 5-year period (1999-2004).
Abstract: Background: Universities continue to undertake a range of initiatives to combat inequities and build diverse, inclusive campuses. Diversity action plans are a primary means by which U.S. postsecondary institutions articulate their professed commitment to an inclusive and equitable climate for all members of the university and advance strategies to meet the challenges of an increasingly diverse society.Purpose: To examine, using critical race theory, how discourses of diversity, circulating in educational policies, reflect and produce particular realities for people of color on university campuses.Data Collection and Analysis:Data were collected from 20 U.S. land-grant universities. Line-by-line analysis, employing inductive and deductive coding strategies, was conducted to identify images of diversity and the problems and solutions related to diversity as represented in 21 diversity action plans generated throughout a 5-year period (1999-2004).Findings: Analysis reveals four predominant discourses shaping...
273 citations