Suchergebnisse

Critical Race, Feminism, and Education: A Social Justice Model provides a transformative next step in the evolution of critical race and Black feminist scholarship. Focusing on praxis, the relationship between the construction of race, class, and gender categories and social justice outcomes is analyzed. An applied transdisciplinary model - integrating law, sociology, history, and social movement theory - demonstrates how marginalized groups are oppressed by ideologies of power and privilege in the legal system, the education system, and the media. Pratt-Clarke documents the effects of racism, patriarchy, classism, and nationalism on Black females and males in the single-sex school debate.

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.

This intervention is concerned with whiteness as central to the operation of women/gender, peace and security in academic settings. That is, G/WPS in universities is founded on white authority and expertise and consistently orients itself from the privileged viewpoint of the global north. Through two brief examples, I show how the generation of research on G/WPS consistently centres and relies on white starting points, in order to convey the 'necessity' of G/WPS in the university and to government funders. In doing so, the use of critical race theories and Black feminist concepts, as well as the presence of Black scholars, remains marginal.