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Black girls are more likely to be suspended or expelled through exclusionary discipline than their female counterparts, but continue to be overlooked and understudied. This article presents a case for using critical race feminism and figured worlds as theoretical frameworks for examining the effects of zero tolerance policies on Black girls. We use these frameworks to explore how adults' implementation of disciplinary policies not only affects the racial and gender identity development of Black girls, but perpetuates anti-Black discipline and represents behavioral responses to White femininity that may not align with Black girls' femininity and identification with school.

This Article is the first to apply a critical race feminism (CRF) critique to the current immigration law in the United States, Immigration and Nationality Act (INA) § 212(a)(2)(D)(i), which excludes immigrants for engaging in sex work.1 This Article will use critical historical methodology to center the role of women of color as the primary targets of not only the first federal law to criminalize sex workers, but also the first explicitly racist immigration law in United States history. The Article will also employ theories of anti-essentialism and intersectionality to show how INA § 212(a)(2)(D)(i) both silences the voices and experiences of women of color sex workers and refuses to recognize the impacts of multiple intersecting systems of oppression. Finally, the Article will connect the critique of INA § 212(a)(2)(D)(i) to the anti-carceral feminist movement to decriminalize sex work in order to move from theory to praxis, and to inspire advocacy strategies and law reform efforts that point to a broader project of transformation. The ultimate goal of this Article is to strengthen links between critical race and immigration law scholarship so that scholars can continue to use CRF as an exploratory analytical tool to examine the intersections of race, class, and gender within immigration law. [ABSTRACT FROM AUTHOR]

In her 1995 article, "Sapphire Bound!", legal scholar Regina Austin calls for minority female scholars in the legal field to straightforwardly, unapologetically, and strategically use their intellectual pursuits to advocate on behalf of poor and working class minority women. Even though Austin is arguing from the perspective of a woman of color, with experience and interest in the legal field, her comments are also relevant to conceptual, theoretical, methodological, and pedagogical efforts in the field of education. In this article, the authors focus on Austin's (1995) personal and professional insights for its implications and relevancy to urban girls, in particular, African American girls being schooled in urban school communities. They call for educational research, theorizing, and practice by women and scholars of color who are adamant about improving the academic outcomes and schooling experiences of Black girls. They look at critical race feminism in particular as a useful framework for representing and speaking to the experiences of Black girls in educational spaces. They present an overview of critical race theory (CRT) and critical race feminism (CRF) which serves the purpose of (1) demonstrating that CRT and CRF have practical and relevant implications for the study of African American female students' school experiences; and (2) to begin to envision the possibilities of a critical race feminism in education theoretical framework. The authors argue that there is a need for a coalition of educational researchers who seek to understand Black girls' multiple realities. Through a critical race feminism lens, the authors call attention to the realities of the state of Black girls' education.

As a woman of color scholar whose work focuses on the intersections of social foundations and curriculum theory in the context of urban teacher education, the author is an advocate and purveyor of scholarship and praxis that raises the intellectual value of the work of teachers and teacher educators who wholeheartedly and unselfishly support those who are most likely to be underserved in the educational arena, k-20. She advocates for and subscribes to the praxis of engaged pedagogy as defined by cultural critic and scholar bell hooks (1994). She advocates for and subscribes to the theoretical and conceptual notion of critical race feminism as defined by legal scholar and social activist Adrien K. Wing (1997). What she proposes is a classroom praxis of engaged pedagogy from a critical race feminist perspective. In this article, she will describe hooks' engaged pedagogy in the context of the experiences she gained from a group of African American pre-service teachers in a social foundations course. This will be followed by a description of critical race feminism. The article will conclude with a discussion on engaged pedagogy from a critical race feminist perspective.

Using the frameworks of Critical Race Feminism (CRF) and Representational Intersectionality, we employ photovoice as a form of Participatory Action Research (PAR) method to illustrate the lived experiences and voices of Muslim, immigrant-origin, women doctoral students, and Black faculty in predominantly and historically white institutions (PHWIs) within the United States (U.S.). The findings illustrate how we make meaning of our academic experiences, and challenge grand narratives that are rooted in anti-Blackness, anti-Muslim, anti-immigration, sexism, classism, racism, and other forms of social oppressions in order to provide and develop humanizing approaches to be seen and valued within higher education. This study expands on strategies to support and empower graduate and faculty women of color in the Academy as they navigate and find humanizing approaches to succeed in PHWIs. [ABSTRACT FROM AUTHOR]

This article explores the development of service-learning from a critical race feminist perspective. Critical race feminism seeks to understand how society organizes itself along intersections of race, gender, class, and other forms of social hierarchies. It utilizes counter-storytelling as methodology and legitimizes the voices of women of colour in speaking about social oppression. Through counter-storytelling, women of colour students, non-academic staff, faculty, and non-university community members relayed their experiences at The University of British Columbia, Vancouver, Canada, which formed the basis for a transformative vision of service-learning engagement. This vision calls for institutional accountability, requiring a critical examination and transformation of hegemonic structures and practices from within before any genuine, respectful, and mutually beneficial relationships with communities of colour can be developed. Such partnerships would enable the university to create outstanding partnerships to address and solve local, national, and global injustices.

This is a critical autoethnography informed by Critical Race Theory (CRT) and Dis/ability Critical Race Studies (DisCrit) that explores the notion of DisCrit mothering in the context of the COVID-19 pandemic. I use my experiences as a disabled Latina motherscholar and mindfulness practitioner to reflect on how I mother my two young children and foster radical love in educational spaces. I present the pandemic context and how it relates to compassion fatigue and a litany for survival but also offer the pandemic as an opportunity for personal and collective transformation. I use the narrative of sacrificio, a teacher's note from school, and a "giftedness" program to discuss how I try to resist internal and external pressures to conform to ableist mindsets and practices by cultivating radical love, solidarity, and critical questioning in myself and in my children. I end this work with hope and love for the next generation of DisCrit, social justice warriors. [ABSTRACT FROM AUTHOR]

This article traces the reflections of the author as she remembers her time in Illinois as a graduate student and American Educational Research Association (AERA) postdoctoral research fellow. She remembers herself as a strong, independent, outspoken woman from a large east coast city who was attempting to fit into academic life while trying to fit into life in a large Midwestern city. Here Berry reflects upon the experiences she gained that laid the foundation of her identity as an academic and the ways in which this new identity converged with her existing identities as learner, educator, activist, and woman of color. She reflects on the ways in which her existing identities informed how she would understand this new identity. In this article Berry recalls the three people who were instrumental in the development of this new identity: Drs. Vinita M. Ricks, William Ayers, and William H. Watkins. The article begins with a summary of Watkins' seminal work. A discussion of Critical Race Theory (CRT) and Critical Race Feminism (CRF) follows. Next, the article discusses the places of convergence between the six Black curriculum orientations and the tenets/attributes of CRT and CRF. The article concludes with final thoughts about the scholarship of William H. Watkins.

This paper builds on the emerging, but significant scholarship of Critical Race Feminism (CRF) in education. It adds to the literature in this area by applying the theoretical and methodological underpinnings to the British education context where such applications are vanishingly small in favour of broader critical race applications. Supported by racialised and gendered images of professional Black women in leadership roles as the analytical standpoint for understanding a Black woman Headteacher's experiences in an English school, this paper argues that Black women's tenure and trajectories are underpinned by the white racial colonial logics of the Mammy, Crazy Black Bitch, Superwoman and/or Feisty Sapphire. In so doing, institutional racism continues to underpin and undermine Black women Headteachers' leadership potential, experiences and outcomes. [ABSTRACT FROM AUTHOR]

Faculty of color are constantly experiencing trauma and racial inequities in inherently Eurocentric educational spaces where their histories, knowledge, and experiences are delegitimized and marginalized. Employing critical race feminism (CRF) and White racial identity development model, this article details ways in which two Chinese international women instructors grappled with tensions and trauma and celebrated (small) joys and successes within Predominantly White Institutions (PWI) in the United States. We drew on duoethnography, a dialogic methodological approach grounded in social justice, to make meaning of, (re)construct, and advance racial equity in pedagogy. We examined and analyzed four sources of data: our personal narratives, transcripts of eight Zoom meetings, reflection journals, and informal conversational exchanges. We identified three strategies for navigating dissonance and conflicts: 1) being vulnerable, 2) recognizing shared and differing marginalization or privileges, and 3) building allies intentionally and strategically. [ABSTRACT FROM AUTHOR]

This singular holistic case study examined the experience of a Black pregnant mother pursuing doctoral studies in a science, technology, engineering, and math (STEM) field at a predominantly white flagship institution in the southern United States. We employed the tenets of critical race feminism in this study to demonstrate the ways in which structural racism and pervasive gender stereotypes, specifically as they relate to Black women, present obstacles to successful completion of doctoral STEM studies. We narrate her story to highlight the insight inherent within her intersecting identities that challenges dominant narratives about a Black pregnant doctoral student. In bringing to the fore four themes surfaced: the triple consciousness of layered Blackness, the pregnant Black tax, Chemical imbalance: mapping a white man's reality onto a Black mother's body, and internal struggles and the complex intra-actions that birthed them – we present a counternarrative to the dominant white-male centred STEM discourse that permeates the field. We conclude by extrapolating, from this case, considerations for faculty and institutions to understand better and act to comprehensively support Black students, in general, and Black mothers. [ABSTRACT FROM AUTHOR]

Teacher education programs have established gatekeepers, especially for women of color. For these women, finding an ally in their endeavor to become educators is paramount. This paper will discuss the work of a teacher educator who espouses critical race feminism (CRF) as a means of fighting against a curriculum of oppression in teacher education. The paper will begin with a description of CRF and its connections to currere. This will be followed with background information regarding the pre-service teacher and her relationship with the teacher educator. A brief description of the student's field experience will follow. The paper will conclude with an analysis of the power of language and dialect, a form of curriculum oppression, in teacher education with the need to fight against such oppression in the development of new teachers from a critical race feminist perspective. (Contains 1 note.)

The article focuses on the collaborative praxis of four early-career women of color (WOC) academics as they navigate and support each other within the academy. Topics include the significance of their "Kitchen Table" conversations for emotional and professional support, the impact of systemic racism and sexism in academia, and the creation of a cross-cultural space for community building and knowledge sharing.

Restorative practices (RP) in K-12 schools in the United States have grown exponentially since the early 1990s. Developing against a backdrop of systemic racism, RP has become embedded in education practice and policy to counteract the harmful and persistent patterns of disparities in school discipline experienced by students of color. Within this legal, social, and political context, the empirical evidence that has been gathered on school-based restorative justice has framed and named RP as a behavioral intervention aimed at reducing discipline incidents—that is, an “alternative” to punitive and exclusionary practices. While this view of RP is central to dismantling discriminatory systems, we argue it reflects an unnecessarily limited understanding of its potential and has generated unintended consequences in the field of RP research. First, the reactive RP model of analysis focuses more exclusively on behavioral change, rather than systemic improvement, to address discipline disparities. Second, RP research has insufficiently examined the potential role of RP in achieving health justice. Third, RP research too rarely engages in intersectional analyses that critically examine gendered racism. This study is intended as a course correction. Building on the work of legal scholars, public health researchers, sociologists, restorative justice practitioners, and our own prior work, this original study is the first to examine non-disciplinary RP through a critical race feminist lens, and—just as importantly—a public health praxis. Our findings reveal that the interplay between RP and adolescent health, race, and gender can no longer be overlooked. Proactive non-disciplinary RP was found to promote supportive school environments that enhance five key protective health factors for Black and Latina girls. Additionally, results indicate that RP improved the mental health and wellbeing of Black and Latina girls, building fundamental resilience skills that can help overcome the complex array of social structures that serve to disempower and disenfranchise girls and harm their educational and health outcome. [ABSTRACT FROM AUTHOR]

There are no reliable statistics about female participation in Fijian sport, yet it is well known by locals (though not widely understood) that engagement in sportive activities is rare among Indo-Fijian girls and women. This paper is the first attempt to explore how and why that is so. That said, there is an important caveat: we are not insisting that sportive activities are an inherent good. Indeed, for some cultural groups, Western-invented competitive sport may be of no interest; similarly, tangential forms of human movement, such as recreational pursuits like cycling or gym sessions, may be just as uninspiring. In that sense, the main thrust of our inquiry is the sportive experiences of Indo-Fijian female athletes, yet we have also sought feedback from those charged with the responsibility of managing sportive programmes. These combined perspectives are intended to provide a preliminary entree into the much larger – hitherto unexplored – question of what attitudes, opportunities and constraints are associated with sportive activities for Indo-Fijian girls and women. The paper adopts a critical race feminism framework: the goal was to accentuate females of colour (in this case Indo-Fijian women) by hearing their voices and, with their permission, reporting what they had to say. The paper nonetheless provides an adaptation to critical race feminism theory: it also engaged with individuals – whether women or men – charged with the responsibility of managing sportive activities. In that sense, we were interested in individual agency and experience on the part of athletic Indo-Fijian women, but also wanted to understand how (or if) local sport administrators understood ethnic diversity among female athletes, including – in our case – the involvement (or otherwise) of Indo-Fijian females. [ABSTRACT FROM AUTHOR]

The author examines the advantages and challenges of using Black feminist theory and critical race feminist theory to study the lives of Black women and families in family studies. The author addresses the ways in which these perspectives, both of which are intentional in their analyses of intersectionality and the politics of location, are also distinct. She provides empirical examples from how family researchers have used Black feminist theory or a critical race feminist lens to examine the lives of Black women and families, and suggests ways for colleagues to embrace an explicit integration of Black consciousness and critical race feminist perspectives in family studies.

Introduces a new body of legal scholarship on race and gender: critical race feminism (CRF), examining critical legal studies, critical race theory, and feminism. Explains the term "global multiplicative identities" as it relates to CRF and concludes that CRF has the potential to benefit from more sustained interaction with human rights workers in the United States and elsewhere. (SM)

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“Prologue” and “Addendum: A Martinez-Inspired Counterstory about the German Hamilton” from Lin-Manuel Miranda’s Hamilton: Silenced Women’s Voices and Founding Mothers of Color: A Critical Race Theory Counterstory.© 2023 Peter Lang GmbH. Used by permission of Peter Lang GmbH. All Rights Reserved.