3,282
Views
41
CrossRef citations to date
0
Altmetric
Original Articles

Introducing LangCrit: Critical Language and Race Theory

References

  • Aoki, T. (1994). Humiliating the Cartesian ego. Salt, 15(2), 5–10.
  • Arriola, E. (1994). Gendered inequality: Lesbians, gays and feminist legal theory. Berkeley Women's Law Journal, 9, 103–143.
  • Bakhtin, M. M. (1981). The dialogic imagination: Four essays(C. Emerson & M. Holquist, Trans.). Austin, TX: University of Austin Press.
  • Bakhtin, M. (1986). Speech genres and other late essays. Austin, TX: University of Texas Press.
  • Bell, D. (1979). Bakke, minority admissions, and the usual price of racial remedies. California Law Review, 67(1), 3–19.
  • Blackledge, A., & Creese, A. (2010). Multilingualism: A critical perspective. London, England: Continuum.
  • Brayboy, B. M. J. (2006). Toward a tribal critical race theory in education. The Urban Review, 37(5), 425–446. 10.1007/s11256-005-0018-y.
  • Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. New York, NY: Routledge.
  • Byrd Clark, J. (2010). Multilingualism, citizenship and identity: Voices of youth and symbolic investments in an urban, globalized world. London, England: Continuum.
  • Canagarajah, S. (2007). Lingua franca English, multilingual communities, and language acquisition. Modern Language Journal, 91(7), 923–939.
  • Chang, R. S. (1993). Toward an Asian American legal scholarship: Critical race theory, poststructuralism, and narrative space. California Law Review, 19, 1243–1322.
  • Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241. 10.2307/1229039.
  • Crump, A. (2014). “But your face, it looks like you're English”: LangCrit and the experiences of Japanese-Canadian children in Montreal. (Doctoral dissertation). McGill University, Montreal, Quebec, Canada.
  • Curtis, A., & Romney, M. (Eds.). (2006). Color, race, and English language teaching: Shades of meaning. Mahwah, NJ: Erlbaum.
  • Delgado, R. (1989). Storytelling for oppositionists and others: A plea for narrative. Michigan Law Review, 87, 2411–2441.
  • Delgado, R. (2000). Introduction. In R.Delgado & J.Stefancic (Eds.), Critical race theory: The cutting edge (2nd ed., pp. xv–xviii). Philadelphia, PA: Temple University Press.
  • Delgado, R., & Stefancic, J. (1993). Critical race theory: An annotated bibliography. Virginia Law Review, 79(2), 461–516.
  • Delgado Bernal, D. (2001). Learning and living pedagogies of the home: The mestiza consciousness of Chicana students. International Journal of Qualitative Studies in Education, 14(5), 623–639. 10.1080/09518390110059838.
  • Delgado Bernal, D. (2002). Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1), 105–126. 10.1177/107780040200800107.
  • Fernandez, L. (2002). Telling stories about school: Using critical race and Latino critical theories to document Latina/Latino education and resistance. Qualitative Inquiry, 8(1), 45–65. 10.1177/107780040200800104.
  • García, O. (2009a). Education, multilingualism and translanguaging in the 21st century. In A.Mohanty, M.Panda, R.Phillipson, & T.Skutnabb-Kangas (Eds.), Multilingual education for social justice: Globalising the local (pp. 140–158). New Delhi, India: Orient Blackswan.
  • García, O. (2009b). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell.
  • Hall, S. (1995). New ethnicities. In B.Ashcroft, G.Griffiths, & H.Tiffin (Eds.), The post-colonial studies reader (2nd ed., pp. 223–227). London, England: Routledge.
  • Haney Lopez, I. F. (2000). The social construction of race. In R.Delgado & J.Stefancic (Eds.), Critical race theory: The cutting edge (pp. 163–175). Philadelphia, PA: Temple University Press.
  • Haque, E. (2012). Multiculturalism within a bilingual framework: Language, race, and belonging in Canada. Toronto, Canada: Toronto University Press.
  • Haynes Writer, J. (2008). Unmasking, exposing, and confronting: Critical race theory, tribal critical race theory and multicultural education. International Journal of Multicultural Education, 10(2), 1–15.
  • Hill, J. H. (2008). The everyday language of white racism. Malden, MA: Blackwell.
  • Hill, J. H. (2010). Language, race, and white public space. In L.Wei (Ed.), Bilingualism and multilingualism: Critical concepts in linguistics Vol. 3 (pp. 394–409). London, England: Routledge.
  • Hutchinson, D. L. (1999). Ignoring the sexualization of race: Heteronormativity, critical race theory and antiracist politics. Buffalo Law Review, 47(1), 1–116.
  • Ibrahim, A. E. K. M. (1999). Becoming Black: Rap and hip-hop, race, gender, identity, and the politics of ESL learning. TESOL Quarterly, 33(3), 349–369.
  • Kubota, R. (2010). Critical multicultural education and second/foreign language teaching. In S.May & C.Sleeter (Eds.), Critical multiculturalism: Theory and praxis (pp. 87–98). New York, NY: Routledge.
  • Kubota, R., & Lin, A. (2006). Race and TESOL: Introduction to concepts and theories. TESOL Quarterly, 40(3), 471–493. 10.2307/40264540.
  • Kubota, R., & Lin, A. (Eds.). (2009a). Race, culture, and identities in second language education: Exploring critically engaged practice. New York, NY: Routledge.
  • Kubota, R., & Lin, A. (2009b). Race, culture, and identities in second language education: Introduction to research and practice. In R.Kubota & A.Lin (Eds.), Race, culture, and identities in second language education: Exploring critically engaged practice (pp. 1–23). New York, NY: Routledge.
  • Ladson-Billings, G. (1998). Just what is critical race theory and what's it doing in a nice field like education?International Journal of Qualitative Studies in Education, 11(1), 7–24.
  • Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68.
  • Lamarre, P., & Dagenais, D. (2004). Language socialization in bilingual and multilingual societies. In C.Hoffman & J.Ytsma (Eds.), Trilingualism in family, school and community (pp. 53–74). Clevedon, England: Multilingual Matters.
  • Lemke, J. L. (1995). Textual politics: Discourse and social dynamics. London, England: Taylor and Francis.
  • Lemke, J. L. (2002). Language development and identity: Multiple timescales in the social ecology of learning. In C.Kramsch (Ed.), Language acquisition and language socialization (pp. 68–87). London, England: Continuum.
  • LePage, R. B., & Tabouret-Keller, A. (1985). Acts of identity: Creole-based approaches to language and ethnicity. Cambridge, England: Cambridge University Press.
  • Lippi-Green, R. (1997). English with an accent: Language, ideology, and discrimination in the United States. London, England: Routledge.
  • Makoni, S., & Pennycook, A. (2007). Disinventing and reconstituting languages. In S.Makoni & A.Pennycook (Eds.), Disinventing and reconstituting languages (pp. 1–41). Clevedon, England: Multilingual Matters.
  • Matsuda, M. J. (1989). When the first quail calls: Multiple consciousness as jurisprudential method. Women's Rights Law Reporter, 11(1), 7–9.
  • Matsuda, M. J. (1991). Voices of America: Accent, antidiscrimination law, and a jurisprudence for the last reconstruction. The Yale Law Journal, 100(5), 1329–1407.
  • Matsuda, M. (1996). Where is your body? And other essays on race, gender and the law. Boston, MA: Beacon Press.
  • May, S. (2001). Language and minority rights: Ethnicity, nationalism and the politics of language. London, England: Pearson Longman.
  • Motha, S. (2006). Decolonizing ESOL: Negotiating linguistic power in U.S. public school classrooms. Critical Inquiry in Language Studies, 3(2–3), 75–100. 10.1080/15427587.2006.9650841.
  • Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(04), 412–446. 10.1017/S0261444811000309.
  • Norton Pierce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
  • Okun, T. (2010). The emperor has no clothes: Teaching about race and racism to people who don't want to know. Charlotte, NC: Information Age Publishing.
  • Omi, M., & Winant, H. (1994). Racial formation in the United States from the 1960s to the 1990s (2nd ed.). New York, NY: Routledge.
  • Otsuji, E., & Pennycook, A. (2010). Metrolingualism: Fixity, fluidity and language in flux. International Journal of Multilingualism, 7(3), 240–254. Retrieved from http://www.informaworld.com/openurl?genre = article&doi = 10.1080/14790710903414331&magic = crossref‖D404A21C5BB053405B1A640AFFD44AE3.
  • Parker, L., & Stovall, D. (2004). Actions following words: Critical race theory connects to critical pedagogy. Journal of Educational Philosophy and Theory, 36(2), 167–182.
  • Pavlenko, A., & Blackledge, A. (2004). Introduction: New theoretical approaches to the study of negotiation of identities in multilingual contexts. In A.Pavlenko & A.Blackledge (Eds.), Negotiation of identities in multilingual contexts (pp. 1–33). Clevedon, England: Multilingual Matters.
  • Pennycook, A. (2004). Performativity and language studies. Critical Inquiry in Language Studies: An International Journal, 1(1), 1–19.
  • Pennycook, A. (2010). Language as local practice. New York, NY: Routledge.
  • Rampton, B. (1995). Crossing: Language and ethnicity among adolescents. London, England: Longman.
  • Rampton, M. B. H. (1990). Displacing the “native speaker”: Expertise, affiliation, and inheritance. ELT Journal, 44(2), 97–101.
  • Rogers, R., & Mosley, M. (2006). Racial literacy in a second-grade classroom: Critical race theory, whiteness studies, and literacy research. Reading Research Quarterly, 41(4), 462–495. 10.1598/RRQ.41.4.3.
  • Ruecker, T. (2011). Challenging the native and nonnative English speaker hierarchy in ELT: New directions from race theory. Critical Inquiry in Language Studies: An International Journal, 8(4), 37–41.
  • Sarkar, M., Low, B., & Winer, L. (2007). “Pour connecter avec les peeps”: Quebequicité and the Quebec hip-hop community. In M.Mantero (Ed.), Identity and second language learning: Culture, inquiry, and dialogic activity in educational contexts (pp. 351–372). Charlotte, NC: Information Age Publishing.
  • Solórzano, D. G. (1998). Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars. International Journal of Qualitative Studies in Education, 11(1), 123–136.
  • Solórzano, D. G., & Delgado Bernal, D. (2001). Examining transformational resistance through a critical race and LatCrit theory framework: Chicana and Chicano students in an urban context. Urban Education, 36, 308–342.
  • Solórzano, D. G., & Yosso, T. (2001). From racial stereotyping and deficit discourse. Multicultural Education, 9(1), 2–8.
  • Subedi, B. (2007). Recognizing respondents' ways of being and knowing: Lessons un/learned in researching Asian immigrant and Asian-American teachers. International Journal of Qualitative Research, 20(1), 51–71.
  • Tate, W. F. (1997). Critical race theory and education: History, theory, and implications. Review of Research in Education, 22(1), 195–247. 10.3102/0091732X022001195.
  • Teranishi, R. (2002). Asian Pacific Americans and critical race theory: An examination of school racial climate. Equity & Excellence in Education, 35(2), 144–154. 10.1080/713845281.
  • Wing, A. K., & Weselmann, L. (1999). Transcending traditional notions of mothering: The need for critical race feminist praxis. Journal of Gender, Race and Justice, 3(1), 257–281.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.