Free Write with Quotes on "Disrupting Apartheid Of Knowledge..." (MWP3 #5)

            The article “Disrupting Apartheid Of Knowledge: Testimonio As Methodology In Latina/O Critical Race Research In Education” by Lindsay Huber claims that the current system of research in colleges is racist and closed-minded. She argues that “Eurocentric epistemological perspectives that have shaped academic research perpetuate dominant ideologies rooted in white superiority that function to subjugate research that challenges, counters or disrupts the mainstream,” where epistemological relates to the philosophy of human knowledge (Huber 641). This claim is very evident, especially when current ‘accepted’ research blames the culture of minorities for lesser education when this is ultimately the furthering of the racism involved in the current accepted ‘legitimate’ research. Essentially, this article describes the rejection of the status quo of current research methods by using a method called ‘Testimonio,’ which utilizes personal accounts of things. Huber applies this to Critical Race Theory because “the process of testimonio builds from the lived experiences of People of Color to document and theorize oppression” and this documentation of current racism and a lack of a colorblind society is the prime claim of Critical Race Theory (Huber 645). This method of ‘testimonio’ gives great primary source information about racism, but is not considered a ‘legitimate’ method of research. This article attempts to show the benefits of this method and how the claims of it not being ‘legitimate’ are simply due to the paradigm of research which is centrally racist.

Huber, Lindsay Pérez. "Disrupting Apartheid Of Knowledge: Testimonio As Methodology In Latina/O Critical Race Research In Education." International Journal Of Qualitative Studies In Education (QSE) 22.6 (2009): 639-654. Academic Search Premier. Web. 13 Apr. 2012.

Precis on "Disrupting Apartheid Of Knowledge: Testimonio As Methodology In Latina/O Critical Race Research In Education" (MWP3 #5)

            In the article “Disrupting Apartheid Of Knowledge: Testimonio As Methodology In Latina/O Critical Race Research In Education” by Lindsay Huber, the author claims that current college settings have very strict ‘rules’ of methodology of research that are caused by racial segregation and need to be remedied. The author supports this claim by discussing her Critical Race Theory methodology of qualitative research called ‘Testimonio,’ which utilizes interviews with those who have personally seen issues, and the various benefits that using this qualitative method. The purpose of this article is to present the benefits of qualitative research and its use in Critical Race Theory in order to promote rejecting the current research restrictions at colleges which will allow more useful research to be considered ‘legitimate.’ The audience for this article is a group of people who are educated and interested in Critical Race Theory and racism, because the article is long and the source is not easily found, which implies that the article is not leisurely reading for most and would require more interest in the subject to find the article itself.

Huber, Lindsay Pérez. "Disrupting Apartheid Of Knowledge: Testimonio As Methodology In Latina/O Critical Race Research In Education." International Journal Of Qualitative Studies In Education (QSE) 22.6 (2009): 639-654. Academic Search Premier. Web. 13 Apr. 2012.

Free Write Summary with Quotes about "CRiT Walking Race, Place, And Space In The Academy" (MWP3 #4)

            The article "CRiT Walking Race, Place, And Space In The Academy" by Mark Giles and Robin Hughes claims that there is still racism in faculties in Universities. They support this claim with a sociological theory called Critical Race Theory, which describes racism as being permanent and a colorblind society being nonexistent. The application of this theory to reality is called ‘CRiT walking,’ which basically means discussing and attempting to use Critical Race Theory to change things in reality, instead of just discussing things. The authors apply Critical Race Theory to University faculties and administration, with the research-backed statement that “the ‘best’ locations/institutions are those with the most homogenous faculties and top administrators,” with the word homogenized meaning “the least colorized” (Giles 692). This statement can be considered a ‘wake-up call’ because it supports the tenant of Critical Race Theory that colorblindness does not occur, despite many people considering that colorblindness does actually exist. Also, the authors claim that minority faculty at colleges are bound by the racist paradigm of what is considered scholarly or empirical research, which causes “faculty of color [to] also begin to second guess their intellectual capabilities, [and] become confused as they are overcome by the tiresome drudgery of trying to fit a different way of knowing into a dominant discourse” of what is considered ‘legitimate’ research (Giles 693).

Giles, Mark S., and Robin L. Hughes. "CRiT Walking Race, Place, And Space In The Academy." International Journal Of Qualitative Studies In Education (QSE) 22.6 (2009): 687-696. Academic Search Premier. Web. 13 Apr. 2012.

Precis on "CRiT Walking Race, Place, And Space In The Academy" (MWP3 #4)

            In the article "CRiT Walking Race, Place, And Space In The Academy" by Mark Giles and Robin Hughes, the authors claim that there is racism in the faculties of higher education. They support this claim with a collection of research which states that the ‘best’ Universities are generally the least diverse regarding faculties and administrators. The purpose of this article is to further the concept of Critical Race Theory in college faculties in order to have people recognize that racism still exists in college faculty. The audience for this article is a group of people who are educated and interested in Critical Race Theory, because the article is long and in an academic journal, which implies that it is not simply leisurely reading to everyone.  

Giles, Mark S., and Robin L. Hughes. "CRiT Walking Race, Place, And Space In The Academy." International Journal Of Qualitative Studies In Education (QSE) 22.6 (2009): 687-696. Academic Search Premier. Web. 13 Apr. 2012.

Free Write Summary with Quotes about “Access And Equity For African American Students In Higher Education: A Critical Race Historical Analysis Of Policy Efforts”

            The article “Access And Equity For African American Students In Higher Education: A Critical Race Historical Analysis Of Policy Efforts” applies a very different view of analyzing policies about racial equality. The authors apply a theory called Critical Race Theory (CRT), which states that “racism is a normal part of American life, often lacking the ability to be distinctively recognized, and thus is difficult to eliminate or address” and “rejects the notion of a ‘colorblind’ society, [as] colorblindness leads to misconceptions concerning racial fairness in institutions [and] tends to address only the most blatant forms of inequality and disadvantage [while] hiding the commonplace and more covert forms of racism” (Harper 390). The authors state that throughout history, policies to promote racial fairness have only been partially successful, and are constantly under attack by others. Critical Race Theory gives rise to the evasion of racial fairness policies such as “funding inequities for public institutions that annually offer college opportunity to more than a quarter million African American students” (Harper 410). This evasion of policy and general attacking of racial fairness policies as being unfair themselves lead to a serious unfairness in the opportunities of those of different races, especially in higher education. The equality of opportunities amongst races is ideally nonexistent with current policies, but this is not the case due to the Critical Race Theory analysis that states the circumnavigation of these policies is rampant and expected, and that a lack of policy analysis that is currently happening causes racial inequity in higher education to be a real issue.

Harper, Shaun R., Lori D. Patton, and Ontario S. Wooden. "Access And Equity For African American Students In Higher Education: A Critical Race Historical Analysis Of Policy Efforts." Journal Of Higher Education 80.4 (2009): 389-414. Academic Search Premier. Web. 11 Apr. 2012.

Precis on "Access And Equity For African American Students In Higher Education: A Critical Race Historical Analysis Of Policy Efforts" (MWP3)

In the article “Access And Equity For African American Students In Higher Education: A Critical Race Historical Analysis Of Policy Efforts” (2009) by Shaun Harper, Lori Patton, and Ontario Wooden, the authors claim that attacks on Affirmative Action policies and unequal funding to colleges that have a large African-American student body cause unequal access to higher education for minorities. To support this, the authors apply Critical Race Theory, which states that racism will exist no matter what and that even if policies attempt to prevent racism, it will continue to exist; the authors use this application to argue that there is a lack of equity between races despite the policies in place. The purpose of this article is to present the idea of a historical application of Critical Race Theory in order to show that inequity amongst races still exists in higher education. The intended audience for this article is a group of educated people because of the length and format of the article: the article is 27 pages long, which is longer than most casual reading, and is organized in a very formal, lab-report style.

Harper, Shaun R., Lori D. Patton, and Ontario S. Wooden. "Access And Equity For African American Students In Higher Education: A Critical Race Historical Analysis Of Policy Efforts." Journal Of Higher Education 80.4 (2009): 389-414. Academic Search Premier. Web. 11 Apr. 2012.

MWP3: Working Thesis Statement

Working Thesis MWP3

Racism within the faculty of chemistry departments is the effect of a long string of causes, including negative attitudes of the faculty in chemistry departments, racism against students in science majors, and discrimination of people during primary and secondary education regarding science.