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Iowa State University

Journal of Critical Thought and Praxis

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Articles 1 - 18 of 18

Full-Text Articles in Race, Ethnicity and Post-Colonial Studies

“No More Blackface!” How Can We Get People To Change Their Minds About Zwarte Piet?, Janelle Ward, Renata Rocha Mar 2018

“No More Blackface!” How Can We Get People To Change Their Minds About Zwarte Piet?, Janelle Ward, Renata Rocha

Journal of Critical Thought and Praxis

When Sinterklaas arrives in the Netherlands in December, he is accompanied by Zwarte Pieten made up in blackface, with afro wigs and bright red lips. Zwarte Piet, translated as “Black Pete,” has created growing controversy as a hurtful, racist caricature. Increasing voices demand change, but most of the population is opposed to altering the tradition. One way forward is to examine attitude change, and gain insight into how we can facilitate this process. This paper introduces the topic and reviews recent academic work on the controversy. Then, using autoethnographic vignettes (Humphreys, 2005), we explore our experiences with the tradition, weaving ...


Who Gets In? The Price Of Acceptance In Canada, Chavon A. Niles Mar 2018

Who Gets In? The Price Of Acceptance In Canada, Chavon A. Niles

Journal of Critical Thought and Praxis

The Canadian nation state is often applauded for its open and welcoming attitude towards Others. The Prime Minister of Canada has openly stated that “Diversity is our strength.” However, who gets in suggests who and what Canada values. Through the stories of Jazmine, Nico and Harold shared by Global News, I will illustrate how Canada continues to discriminate against people with disabilities. Using critical disability studies and critical race theory, I explore the assumptions the “excessive demand,” point system, and medical exam make in labelling and disregarding disabled applicants who are read as undesirable and unworthy. Finally, I reflect on ...


The Weaponisation Of Language: English Proficiency, Citizenship And The Politics Of Belonging In Australia, Rachel Burke Dr, Nisha Thapliyal Dr, Sally Baker Dr Mar 2018

The Weaponisation Of Language: English Proficiency, Citizenship And The Politics Of Belonging In Australia, Rachel Burke Dr, Nisha Thapliyal Dr, Sally Baker Dr

Journal of Critical Thought and Praxis

Calls for greater protection of national boundaries – both physical and ideological – and the politicising of immigration and citizenship are increasingly characteristic of the global geo-political landscape. Several signatory countries to the UNHCR refugee convention have sought to legislate higher levels of language proficiency for citizenship eligibility. Most recently, this has been attempted in Australia, reigniting controversy about the use of language testing to assess a potential citizen’s ‘worthiness’. In this paper, we identify contested conceptions of belonging and citizenship, manifested in mediatised debates around language proficiency and citizenship which emerged following the announcement of proposed changes to Australian citizenship ...


Blackademic Negotiations When The Ivory Tower Isn't Enough: Finding Pathways To Activism As An Emerging Black Scholar, Wideline Seraphin Apr 2017

Blackademic Negotiations When The Ivory Tower Isn't Enough: Finding Pathways To Activism As An Emerging Black Scholar, Wideline Seraphin

Journal of Critical Thought and Praxis

This reflexive essay chronicles the last two years of the author's PhD program and the negotiations of an emerging black female critical scholar in response to the growing tensions between academic obligations and growing racial unrest. Guiding questions of, “what are you going to do? And what are you willing to pay?” were used to think through what it meant to dedicate oneself to critical social justice work and apply that dedication to everyday practices despite perceived limitations.


Whiteness Faq: Responses And Tools For Confronting College Classroom Questions, Naomi W. Nishi, Cheryl E. Matias, Roberto Montoya, Geneva L. Sarcedo Jan 2016

Whiteness Faq: Responses And Tools For Confronting College Classroom Questions, Naomi W. Nishi, Cheryl E. Matias, Roberto Montoya, Geneva L. Sarcedo

Journal of Critical Thought and Praxis

Instructors and students with a critical race perspective are frequently confronted and often marginalized by questions of whiteness in the college classroom. These questions work to reinforce and promote white norms and ultimately white supremacy. This theoretical article and pedagogical tool responds to some frequently asked questions (FAQs) that exude whiteness in the classroom directly, offering critical responses backed by literature, research, and theory. We also respond to the questions subcontextually, naming the assumptions that are embedded in these whiteness questions and deconstructing them. We offer pedagogical strategies for responding to and resisting whiteness in the classroom when whiteness FAQs ...


Independent Study: How Three Doctoral Students Tackled Issues Recruiting Participants And Collecting Data With Historically Underrepresented Populations, Mitsu Narui, Kimberly A. Truong, Tryan L. Mcmickens Mar 2015

Independent Study: How Three Doctoral Students Tackled Issues Recruiting Participants And Collecting Data With Historically Underrepresented Populations, Mitsu Narui, Kimberly A. Truong, Tryan L. Mcmickens

Journal of Critical Thought and Praxis

Studying historically underrepresented populations can be challenging, especially for doctoral students or early career scholars, who have often been taught more "traditional" research methods. In this article, we outline challenges that we faced when conducting qualitative research on three different historically underrepresented populations, i.e., Asian/American gay, lesbian, bisexual students, doctoral students of color, and Black students at HBCUs, and how we addressed those challenges in order to complete our respective research studies. Some of these issues include recruitment of participants, maintaining confidentiality, and gaining participant trust. We conclude by discussing implications and suggest strategies for future researchers who ...


Visual Ethnography Assessment Of Departments Of Animal Sciences At Three Land Grant Universities: Who Is Welcome?, Shannon Archibeque-Engle Jan 2015

Visual Ethnography Assessment Of Departments Of Animal Sciences At Three Land Grant Universities: Who Is Welcome?, Shannon Archibeque-Engle

Journal of Critical Thought and Praxis

Physical artifacts present in educational settings make visible the values of the institution. These messages signal the institution’s desire for a culturally inclusive and supportive environment. Given the land grant mission of inclusive education, the labor heritage of agriculture, and the saliency of stereotype threat in creating an inclusive learning environment, critically assessing the equity climate of departments of animal sciences in land grant universities is overdue. This study utilizes Banning et al.’s 2008 taxonomy based on visual ethnography methodology to interpret the equity climate of three departments of animal sciences at land grant institutions to answer the ...


Centrality And Circumstance: Influences Of Multidimensional Racial Identity On African American Student Organization Involvement, Veronica A. Jones Nov 2014

Centrality And Circumstance: Influences Of Multidimensional Racial Identity On African American Student Organization Involvement, Veronica A. Jones

Journal of Critical Thought and Praxis

In order to explore the social realities and centrality of race for African American students at a predominantly white institution, this inquiry applied case study methodology to the multidimensional model of racial identity (MMRI). Rather than following quantitative methodology which operationalizes racial identity through surveys, the study utilized in-depth interviews to capture students' racial realities. Directly utilizing survey items from the multidimensional inventory of black identity (MIBI) in the interview protocol, this methodology allowed participants to be reflective of the influence of the institutional environment. Findings revealed insight regarding how African American students exhibit their understandings of race through involvement ...


Faculty Of Color Teaching Critical Race Theory At A Pwi: An Autoethnography, Kimberly A. Truong, Daren Graves, Adrienne J. Keene Nov 2014

Faculty Of Color Teaching Critical Race Theory At A Pwi: An Autoethnography, Kimberly A. Truong, Daren Graves, Adrienne J. Keene

Journal of Critical Thought and Praxis

In this autoethnographic study, the authors use Critical Race Theory to examine their racialized experiences teaching a course on Critical Race Theory. Data were derived from multiple sources, including reflective interviews, journals, and course evaluations. The three authors present narratives and reflections of salient classroom experiences that relate to their roles within the classroom as facilitators, teachers, and race scholars.


Con Respeto: A Conceptual Model For Building Healthy Community-University Partnerships Alongside Mexican Migrant Families, Miguel Zavala, Patricia A. Pérez, Alejandro González, Anna Díaz Villela Nov 2014

Con Respeto: A Conceptual Model For Building Healthy Community-University Partnerships Alongside Mexican Migrant Families, Miguel Zavala, Patricia A. Pérez, Alejandro González, Anna Díaz Villela

Journal of Critical Thought and Praxis

In this paper we grapple with the question of how healthy community and university partnerships can be formed in order to support migrant students’ access to higher education. Employing autoethnographic and narrative research, and drawing from our work within the context of the migrant family conference at California State University, Fullerton from 2011 to 2013, we outline a conceptual model for building healthy partnerships. The first section of this paper offers a general overview of the literature on community-university engagement and collaboration as well as provides background information about the migrant farmworker community. The next section puts forward a new ...


Complicating Blackness: Black Immigrants & Racial Positioning In U.S. Higher Education, Chrystal A. George Mwangi Nov 2014

Complicating Blackness: Black Immigrants & Racial Positioning In U.S. Higher Education, Chrystal A. George Mwangi

Journal of Critical Thought and Praxis

This paper critically analyzes the racial positioning of Black immigrant collegians and faculty within race-based policies, practices, and discourse in U.S. higher education; illustrates how traditional constructs of race are complicated by globalization, migration, and the growing population of Black immigrants in the United States; and extends discourse on Black heterogeneity in higher education. I utilize the dual purposes of affirmative action – 1) redressing past wrongs and 2) diversity and inclusion – as frameworks to analyze the racial positioning of Black immigrants in higher education. Using this framework I compare two positions: 1) Black immigrants wrongly benefit from higher education ...


From Academia To The Mainstream - Food Has Many Colors, Hanna Rosman Jun 2014

From Academia To The Mainstream - Food Has Many Colors, Hanna Rosman

Journal of Critical Thought and Praxis

Within the past couple of years, conversations about the agricultural industry and determining what is fair for consumers along with farmworkers has entered public discourse because of items such as the Farm Bill. These movements discuss monetary hardships and creating sustainable food systems, but what is lacking from the conversation is the issue of race, culture, and space in determining how to support farmers and feed America. In Cultivating Food Justice, editors Alison Hope Alkon and Julian Agyeman compile work from numerous researchers that analyzes and challenges current food systems that enable social inequalities from producer to consumer.


Teach With Me: The Promise Of A Raced Politic For Social Justice In College Classrooms, Kirsten T. Edwards Jan 2014

Teach With Me: The Promise Of A Raced Politic For Social Justice In College Classrooms, Kirsten T. Edwards

Journal of Critical Thought and Praxis

This article considers the importance of a “raced politic” and students of color when teaching in predominantly White college classrooms. It highlights the ways unchallenged White supremacy limits socially-just practice. The author also discusses the ways student of color voices can serve as a pedagogical tool. Finally, drawing on the work of Freire (1970), the article offers a conceptual framework for understanding and promoting student of color voices in the work of social justice.


For Our Children: A Study And Critical Discussion Of The Influences On American Indian And Alaska Native Education Policy, Hollie J. Mackey, Linda Sue Warner May 2013

For Our Children: A Study And Critical Discussion Of The Influences On American Indian And Alaska Native Education Policy, Hollie J. Mackey, Linda Sue Warner

Journal of Critical Thought and Praxis

Inequities in educational opportunities, resources, research, and meaningful discussion are widespread for American Indian and Alaska Native students in the overarching context of American education. From a policy perspective, many might question the relative non-existence of this population outside a few select education circles. We seek to determine and describe the baseline influential studies, organizations, information sources, and people for American Indian/Alaska Native education policy through the lens of indigenous education experts in the field. Methods include web-based surveys and citation index. The dearth of literature in this field is evidence enough that more can be done to meet ...


K-20: Examining The Critical Connections Of Racism And Whiteness Within Educational Policy, Elliott N. Devore May 2013

K-20: Examining The Critical Connections Of Racism And Whiteness Within Educational Policy, Elliott N. Devore

Journal of Critical Thought and Praxis

The author, a White gay man, utilizes a critical race theory lens to analyze historical precedents of race based educational policy as a way to further expand his understanding of the systemic nature of racism within the context of the American educational system and to make connections between his lived experiences in a low performing, high poverty public high school. Tracing policies from Plessy v. Ferguson to Gratz v. Bolinger, the author presents a historical analysis of policy to create a framework through which he analyzes and makes connections to present day affirmative action practices in higher education admission policies ...


The Puedes Approach: A Paradigm For Understanding And Responding To The 21st Century Latina/O Dropout/Pushout Crisis In The U.S., Louie F. Rodriguez May 2013

The Puedes Approach: A Paradigm For Understanding And Responding To The 21st Century Latina/O Dropout/Pushout Crisis In The U.S., Louie F. Rodriguez

Journal of Critical Thought and Praxis

The statistics reflecting the dropout/pushout crisis are sobering. Whereas 70% of all U.S. students who enter high school will graduate four years later, only about half of all low-income students of color will graduate. Research continues to show that the dropout crisis is concentrated in residentially and educationally segregated communities that tend to be primarily poor, Black, Latina/o, and are typically characterized by a high rate of English Learners and immigrant students. While the dropout crisis is pervasive, there are few progressive frameworks that provide more robust explanations as to why students drop out, and even fewer ...


On The Discursive Construction Of Jewish “Racialization” And “Race Passing:” Jews As “U-Boats” With A Mysterious “Queer Light”, Warren J. Blumenfeld Oct 2012

On The Discursive Construction Of Jewish “Racialization” And “Race Passing:” Jews As “U-Boats” With A Mysterious “Queer Light”, Warren J. Blumenfeld

Journal of Critical Thought and Praxis

The Nazi Gestapo referred to Jews in hiding as “U-Boats” to survive under the Third Reich. Like the seagoing vessels, they traveled a fluid sea. Some navigated below the depths, while others floated on the surface in plain view, artfully (and not so artfully) disguised to conceal their actual identities. The article profiles the author’s family, the Mahlers of Antwerp, Belgium, during the Nazi occupation through an investigation of the historical, theoretical, and discursive categories of “race” and “race passing,” specifically as it relates to European-heritage Jewish people.


Beginning With Me: Accounting For A Researcher Of Color’S Counterstories In Socially Just Qualitative Design, Cheryl E. Matias Oct 2012

Beginning With Me: Accounting For A Researcher Of Color’S Counterstories In Socially Just Qualitative Design, Cheryl E. Matias

Journal of Critical Thought and Praxis

To avoid simplification, a methodological process that contextualizes decisions made in qualitative design must exist. Employing Critical Race Theory’s counterstorytelling, I examine how qualitative research void of personal contextualization that informs design, renders simple designs. Since counterstorytelling reveals a nuanced understanding of racism, it becomes an applicable tool that informs racially just research design; thus, counterstorytelling results in complexification, a process rendering research designs more sophisticated. I propose that too much personal distance between researcher and research ultimately masks White hegemonic designs while marginalizing designs brought forth by the contextualization of researchers of color. This paper humbly offers a ...