This article highlights issues of Othering and linguicism and identifies the challenges of undoing taboos of race and racism in popular and academic discourses in Germany. We discuss the prospect of introducing critical race theory to expose these issues that we see as especially urgent, as Germany remains host to very large numbers of international migrants. A monolingual and monocultural idea of Germany does not befit this country of immigration in the twenty-first century.
Liesa Rühlmann and Sarah McMonagle
Controlling Images and Meaning Making Through the Use of Counter-narratives
Mellie Torres, Alejandro E. Carrión, and Roberto Martínez
, and Fergus 2012 ; Rios 2017 ). The authors, utilizing a mixed methods approach, draw on the notion of counter-storytelling from Critical Race Theory ( Solórzano and Yosso 2002 ) to explore ways Latino boys try to reframe masculinity, manhood, and
The Impact of Exclusionary Practices on the School Lives of African-American Males
This article focuses on findings from a subgroup of African-American male students as part of a broader qualitative dissertation research study, which explored how exclusion and marginalization in schools impact the lives of African-American students. The study focused on the perspectives of youth attending both middle and high schools in Michigan, and investigated how students who have experienced forms of exclusion in their K–12 schooling viewed their educational experiences. Key themes that emerged from the study were lack of care, lack of belonging, disrupted education, debilitating discipline, and persistence and resilience. These themes were analyzed in relation to their intersectionality with culture, ethnicity, race, class, and gender.
(what Plantinga dubbed “cognitive fundamentalism” [2009: 49]) largely ignore or reject, but that cognitive film theory has more recently embraced. Cognitive film theory thus has something to offer critical race theory in this context as well as vice
The School-to-Prison Pipeline through the Eyes of Incarcerated Adolescent and Adult Males
Taryn VanderPyl, Kelsie Cruz, and Hannah McCauley
The concept of the school-to-prison pipeline (STPP) has been extensively studied over the last few decades, yet few have included the perspective of those whom it has affected—incarcerated adolescent and adult males. Educators and policy makers are limited in determining solutions because they are missing this key perspective. Using a critical race theory framework, we focus on the voices of incarcerated youth and adults who have personally experienced the STPP. Young men within the juvenile and adult justice systems were asked their thoughts on and experiences with the STPP. Responses from 16 participants are shared, along with what they believe would have worked to help them stay out of the system, and their recommendations for how to improve the factors contributing to the STPP
The Ethnography of the University Initiative (EUI) joins a long history of critique, challenge and transformation of higher education. EUI courses are an important site for the creation of non-traditional narratives in which students challenge 'business-as-usual' in higher education. For under-represented students, this includes inquiry and analysis of the racial status quo at the University. In this article, I provide a student's perspective on EUI through my own experiences with EUI research as both an undergraduate and later graduate student investigating race and racism at the University of Illinois at Urbana-Champaign (U of I). Using ethnographic methods and drawing on critical race theory, I provide two examples of EUI research that critiqued the University's management of race. The first example is a collaborative ethnography of the Brown versus Board of Education Commemoration at U of I – a project that I joined as an undergraduate (Abelmann et al. 2007); and the second is my own dissertation on 'racial risk management', a project that emerged from my encounter with EUI. I discuss both projects as examples of Critical Race Ethnography, namely works based on empirical research that challenge institutions' racial composition, structure and climate.
Boyhood Studies at 10
Diederik F. Janssen
documented for adolescent athletes of various levels across the Anglophone world. A valid question arises about how dimensions of race play into these shifts. Engaging critical race theory, Deborwah Faulk, Robert A. Bennett, and James L. Moore zoom in on
hypotheses, grounded in critical race theory, proposes that savior films encourage perceptions of racial harmony that lead to modern forms of racism and reinforce notions of the white-morality/black-immorality dualism that contributes to stereotyping. The
Michael R. M. Ward
notion of counter-storytelling from critical race theory to explore ways Latino boys try to reframe masculinity, manhood, and what they label as “responsible manhood.” Data are drawn from the Black and Latino Male School Intervention Study (BLMSIS
Exploring Black Male Youths’ Motivation to Participate in Sports
Deborwah Faulk, Robert A. Bennett III, and James L. Moore III
Critical Race Theory and Racial Projects in Sports Critical Race Theory (CRT) is a useful theoretical framework for studying the relationship between race and motivations to join sports. CRT allows scholars who study sports to explore the relationship