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The article explores how music can serve as critical social theory in the context of Aotearoa, New Zealand, incorporating intersectionality, critical race theory, and feminist perspectives. Topics discussed include the development of intersectional feminist praxis through music, resistance within musical and educational contexts, and the transformative potential of music in Indigenous relations .

This essay defines "benevolent gaslighting": a technology of whiteness in which racisms are repurposed as benevolent misunderstandings. In reading disciplinary trends and cultural examples, we show how it (re)centers whiteness and prompts BIPOC to question their histories, memories, and realities by situating racial trauma as "progressive" teaching moments. [ABSTRACT FROM AUTHOR]

A literary criticism of the short story "Revelation" by Flannery O'Connor is presented. Topics include representation of Mary Grace's mother as the pleasant lady, who is a revolt against female compliance with the southern code of manners; mentions the O'Connor's fictionalized witness fraught mother-daughter relationships; and also mentions new ways of writing biography, especially when it concerns women's intersecting lives.

The article presents information on an intersectionality symposium convened by the Auckland University of Technology's (AUT's) Business School, Pacific Academic Staff Team and Pacific Media Centre on November 5, 2014. Keynote speaker Lisa Bowleg spoke on new advances in intersectionality research. Bowleg said that intersectionality can help direct policy changes

This Article is one of the first to apply critical race feminism (CRF) to explore prostitution and sex trafficking in the United States. Several scholars have applied critical race feminism to explore several forms of sexual exploitation, including sexual harassment, domestic violence, and rape, but have yet to extend this discourse into the debate on prostitution and sex trafficking. Legal scholars have addressed prostitution and sex trafficking as gender oppression, while others have acknowledged the role of race in prostitution and trafficking in America. But few have considered prostitution from a critical race perspective, i.e., one that considers how race and gender intersect with other systems of oppression together to marginalize people of color in America. This Article applies critical race feminist theory to argue that racism intersects with other forms of structural oppression to obscure choice for people of color in America's prostitution industry. America's commercial sex industry perpetuates structural race, gender, and class-based inequalities. Racism and structural oppression trap a disproportionate number of women of color and girls of color into prostitution. Racism coerces women of color to engage in prostitution and obscures their consent. A critical race feminist lens informs our understanding of how traditional feminist discourse about prostitution has not fully considered the role of race, structural racism, and intersectional oppression in both the scholarly and policy discourse on prostitution. In contrast to dominant feminist narratives about prostitution, a critical race feminist perspective calls upon scholars and policymakers to focus on the role of racism and structural state sanctioned factors that push marginalized people of color into prostitution. [ABSTRACT FROM AUTHOR]

The subject of race entails learning 'difficult knowledge', namely knowledge that students find emotionally charged and controversial, or where students are resistant to learning because the knowledge challenges the status quo. Through the lens of critical race theory and critical race feminism we examine the role of faculty of colour in teaching difficult topics about race, racism, anti-racism at a university. We contend that because faculty of colour are often left the task of disrupting dominant racial ideologies and hegemonies, and are engaged and surveilled by students in the classroom, there are multiple roles and boundaries inhabited by nonwhite faculty who teach about race and racism. Drawing from interviews with students, collective interviews amongst us as women of colour academics, and as part of a larger study on teaching and learning about race and racism, we identify five distinctive instructional roles designated to faculty of colour. These five roles--curator and choreographer of emotions; tour-guide; puzzler; instructor as 'book'; and s**t disturber and catalyst--are framed as metaphoric representations to make explicit assumptions and expectations about faculty who teach difficult knowledge. This research indicates that nonwhite faculty teach in the context of invisibilized norms and expectations that are weighty, confining and, although unspoken, omnipresent. We conclude that naming these issues of power is a means of politicizing and contextualizing our work, developing critical pedagogical practices, and identifying institutional changes that may mitigate the additional labour that nonwhite faculty undertake in teaching difficult topics of race. [ABSTRACT FROM AUTHOR]

The article focuses on the role of the critical race theory, intersectionality theory, and critical sociology in providing social welfare and enhancing the social conduct of women. It discusses the role of sociologist Loïc Wacquant in setting up hyperregulatory state. It further describes the impact of these theories on the social conditions of women and victims of color and race discrimination.

This article examines the experiences of faculty women of color at predominately White public research extensive universities. In the wake of legal challenges to affirmative action, such as Gratz and Grurter, and the proliferation of antiaffirmative action state "Civil Rights Initiatives," these issues become critically important. This study's central questions were, "What are the lived experiences of faculty women of color in predominately White institutions?" and "What are the implications of legal challenges to affirmative action, such as Gratz and Grurter, for faculty women of color and their institutions? " Twelve 90-mm focus groups were conducted with 51 faculty women of color from a wide range of academic fields and disciplines, from all regions of the United States, and occupying tenured/tenure track ranks (assistant, associate, and full professors) to further understand their experiences, feelings, and reactions in light of the affirmative action Supreme Court cases. Critical Race Theory (CRT) and Critical Race Feminism (CRF) serve as frameworks to guide our analysis. One main finding is that faculty women of color across three disciplinary areas (Science, Technology, Engineering, and Mathematics [STEM], Social, Behavioral, and Economic Sciences [SBEI, and Humanities/Arts) experience a knowledge gap on the impact of public policies on their everyday lives. Faculty women of color, along with experiencing the typically documented conditions of tokenism, also report that communication about diversity initiatives and resources on their own campuses was extremely uneven and idiosyncratic. [ABSTRACT FROM AUTHOR]