The DOI matches its Crossref record; 98 of the 98 references it cites were found in a registry or an index; 2 of the 64 sources its claims cite were checked for support.
Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society
Open accessAbstract
Uses a Dis/ability Critical Race Theory framework to expand critique of color-blind ideology.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
The paper argues that the racial ideology commonly called color-blindness should be reconceived as color-evasiveness, because the blindness metaphor equates lack of sight with ignorance and hides the active, systemic avoidance of race. Using CRT and DisCrit, it reviews legal and education scholarship extending Gotanda’s critique and proposes color-evasiveness as a more intersectional framework for dismantling white supremacy.
Key findings
- Gotanda’s critique identified five themes: public-private distinction, non-recognition of race, racial categories as immutable facts, formal-race and unconnectedness, and racial social change; the authors argue these remain foundational but are constrained by the term color-blindness.
- Legal scholarship extending Gotanda emphasized historical ignorance, social acceptance of racial symbolism, and legal immorality; education scholarship, especially Williams and Land, linked color-blind ideology to standardized testing and academic tracking that legitimize white cultural knowledge.
- The literature search reviewed 195 articles and included 13 (12 law, 1 education); Gotanda’s 1991 article had over 1,400 Google Scholar citations, and a color-blindness search returned over 36,000 results.
- The proposed color-evasiveness framework resists ableist metaphor, treats racism as multimodal, situates inequities historically and systemically, values counter-narratives, and questions the assumed goodness of ignoring race.
Methods
- Conceptual and literature review. Searched Westlaw, LexisNexis, and HeinOnline for “critique of color blindness” and variants, yielding 97 law articles; searched ERIC for “color blind analysis” and variants, yielding 98 education articles; reviewed 195 total.
- Inclusion criteria: articles from 1991–2015 that theoretically expanded Gotanda’s critique; excluded book reviews, books, dissertations, medical color-blindness, and works merely citing or applying color-blindness. Final set: 13 articles (12 law, 1 education).
- Analysis synthesized legal and education expansions, then used CRT and DisCrit as a conceptual framing to develop color-evasiveness.
Limitations
- Stated: the authors aimed to examine theoretical extensions of Gotanda, not all work using color-blindness; they note the far-reaching impact and selective inclusion. They also report no conflict of interest.
- Evident from the text: the review is limited to law and education databases and specific search terms; only one education article met inclusion criteria, so education coverage is thin. The paper is conceptual and presents no empirical test of color-evasiveness.
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Claims the paper makes
2 of 64 cited sources checked · 0 supported · 0 flagged · accuracy not yet measured
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“By continuing to embrace color-blindness, the U.S. Supreme Court solidified its role as 'guardian of the racial caste' because it denies 'the history and complexity of race, races, and racism in the United States' (Ghosh 2008, 53-54).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Legal studies' expansions of color-blind ideology
What the sources say
- Partly supportedcites Ghosh 2008 sourceExperimental — accuracy not yet measured
The footnote to the discussion on p. 463 quotes the Supreme Court endorsing a color-blind position, and the discussion on pp. 464–465 describes how strict color-blindness can fail to address continuing racial stereotypes. But the paper does not call the Court a “guardian of the racial caste” or say that the Court denies “the history and complexity of race, races, and racism in the United States.” Searches for both quoted phrases found no match in our copy. (LLM, conf=0.83)
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passes- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“but also ways racism and ableism work interdependently.”
- Also stated in: § Color-evasiveness: expanding a color-blind racial ideology · plain
“Once Carolina was constructed as different via her accent, her difference was viewed as deficit and was used as justification to label her as deficit and remove her from her peers (Matsuda 1991).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Partly supportedcites Matsuda 1991 sourceExperimental — accuracy not yet measured
In the section labeled “127. Id.”, Matsuda describes speech pathology treating ethnic accents as defects needing a cure; in the “1991]” passage, a consultant calls an accent common among non-white Hawaiians a “handicap.” These passages connect racialized accent discrimination with disability-based language, but they do not establish the broader claim that racism and ableism work interdependently in general. Page numbers are not available for these passages in our copy. (LLM, conf=0.82)
- Not checked — no full text of the sourcecites Perez-Huber and Solorzano 2015 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Also stated in: § Color-evasiveness: expanding a color-blind racial ideology · plain
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“However, we found through this review of the literature that while providing theoretical expansions, the authors were constrained by the term color-blindness itself.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Education expansions of color-blind ideology
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIn the paper
“Yet, many in society have since interpreted this quote of Harlan's as a commitment to ignore race (Murray 2012).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not checked — no full text of the sourcecites Murray 2012
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIn the paper
“Thomas' interpretation that any government acknowledgment of race was equally problematic, whether to discriminate or to ameliorate discrimination, has become the basis of U.S. antidiscrimination law (Haney-Lopez 2007).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not matchedcites Haney-Lopez 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Not matched
In the paper
“Educators have grown to embrace color-blind ideology as demonstrated by the surplus of color-blind approaches to educational research, policy analysis, and teacher education discourse (Milner 2007).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not checked — no full text of the sourcecites Milner 2007 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIn the paper
“(T)he two central educational reforms of the last few decades -the standards/accountability movement and free-market school choice policies -have both been framed as outcome-based solutions to the racial achievement gap without directly addressing any societal or educational issues related to race…”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not matchedcites Wells 2014
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Therefore, DisCrit allowed for an intersectional reading of what has traditionally been a uni-dimensional understanding of color-blindness as a racial ideology to perpetuate white supremacy.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conceptual affordances of CRT and DisCrit
Tests✓ Asserted: passes? Checkable: unclear✓ Load-bearing: passes✓ Based: passesA conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Specifically, the racial ideology of denying the significance of race should not be equated with blindness because it is an inadequate descriptor.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes? Checkable: unclear✓ Load-bearing: passes✓ Based: passesA conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Said differently, the inherent ableism in this term equates blindness with ignorance.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Rests on an assumption: Inability to see is not ignorance.
- Rests on an assumption: Blindness provides unique ways of understanding the world to which sighted people have no access.
- Rests on an assumption: Blind people are knowers.
- Probably not a substantial claim. 37
- It may state two separate claims as one. 31
- The quote only partly states this claim. 2
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These parameters left us with 13 articles, 12 law, and 1 education, all of which are reviewed below.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Methodology
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For example, typing the term 'color-blindness' into Google Scholar resulted in over 36,000 results, many referencing Gotanda.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Methodology
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“It was not until the last decade that Gotanda's critique of color-blindness began to transform within the field of education.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Education expansions of color-blind ideology
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Specifically, Gotanda's 1991 piece has been cited over 1400 times when searched on Google Scholar alone.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Methodology
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Though the recognition and critique of ways schools (re)produce color-blind racial ideology in discourse, policy, and practices was wholly necessary, much U.S. education scholarship did not seek to theoretically extend Gotanda's work.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Education expansions of color-blind ideology
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. The paper may give no reason why it holds.
In the paper
“Color-blind racial ideology has historically been conceptualized in the U.S. as 'race is irrelevant' and therefore, it should be disregarded (Gotanda 1991, 268).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not checked — no full text of the sourcecites Gotanda 1991, 268 source
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
In the paper
“The underlying message of this interpretation insinuates that recognizing race is problematic and therefore the solution is to discount race (Guinier and Torres 2002).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not checked — no full text of the sourcecites Guinier and Torres 2002 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“A commitment to color-blindness swept through the U.S. and color-blind rhetoric was taken up heartily in the field of education as evidenced by several education policies and practices that utilize color-blind language (Rodriguez 2015; U.S. Department of Education 2010).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not checked — no full text of the sourcecites Rodriguez 2015 source
- Not matchedcites U.S. Department of Education 2010
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Color-evasiveness, as an expansive racial ideology, resists positioning people with disabilities as problematic as it does not partake in dis/ability as a metaphor for undesired.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“First, because racism and ableism are normalizing processes that are interdependent, bodies that do not fit into a norm are identified as problems.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conceptual affordances of CRT and DisCrit
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Third, once a person is labeled with differences or dis/abilities, there is justification for segregation in the name of remediation.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conceptual affordances of CRT and DisCrit
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. The paper may give no reason why it holds.
In the paper
“Gotanda noted this color-blind racial ideology preserved white supremacy by sustaining, 'the social, economic, and political advantages that whites hold over other Americans ' (3).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not checked — no full text of the sourcecites Gotanda 1991 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
In the paper
“The implication of passivity and the use of blindness within the racial ideology of color-blindness locates the problem and the power within an individual; one can simply ignore race, and racism will go away (Gotanda 1991).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Not checked — no full text of the sourcecites Gotanda 1991 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“By naming this racial ideology as color-evasiveness, we demonstrate the social construction of race and ability while simultaneously confronting the social and material consequences of racism and ableism.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
- Rests on an assumption: Race is a social construction.
In the paper
“Wells' (2014) analysis of education policy and reform reflected that similar to law, a commitment to color-blind racial ideology in U.S. education conflated acknowledging race with being racist, and therefore the implications for educators have been to refuse to recognize race is to be morally superior (Rogers and Christian 2007).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not checked — no full text of the sourcecites Rogers and Christian 2007 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Moreover, race scholars also use dis/ability as a metaphor for disadvantage: racism cripples, deaf to the argument on racial injustices, and shortsighted views on racial inequities.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Finally, counter-narratives must be multidimensional, considering multiple intersections of identity.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conceptual affordances of CRT and DisCrit
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The ways ableist language perpetuates non-recognition allows for the subordination of dis/abled people and misses the intersections between being socially constructed racially as the other and dis/abled.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
Tests✓ Asserted: passes? Checkable: unclear✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“Recently developed, DisCrit addresses how 'the legacy of historical beliefs about race and ability, which were clearly based on white supremacy, have become intertwined in complex ways that carry into the present day' (Annamma, Connor, and Ferri 2013b, 2).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conceptual framing
What the sources say
- Not matchedcites Annamma, Connor, and Ferri 2013b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
- Not matched
In the paper
“Williams and Land (2006) went on to argue that such standardized tests reinforce white cultural knowledge, thus by design positioning students of color as inferior and reproducing racism through differential access to post-educational opportunities.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Education expansions of color-blind ideology
What the sources say
- Not matchedcites Williams and Land 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
In the paper
“'The fraud of color-blindness is…. the denial of racism as … people of color live it' (Calmore 1997, 70-71).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Legal studies' expansions of color-blind ideology
What the sources say
- Not checked — no full text of the sourcecites Calmore 1997 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
In the paper
“By drawing on Justice Harlan's analysis of racial pride and cases beyond Plessy, Golub (2005) argued that Justice Harlan's conception of color-blindness both allows and requires judicial attention to the social and political forces through which race was made meaningful (593).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Legal studies' expansions of color-blind ideology
What the sources say
- Not checked — no full text of the sourcecites Golub 2005 source
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Three arguments found in legal studies' theoretical expansions of Gotanda's work included color-blindness ideology's reliance on historical ignorance, social acceptance, and legal immorality.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Legal studies' expansions of color-blind ideology
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These counter-narratives cannot stand alone but must be juxtaposed against the master-narratives.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conceptual affordances of CRT and DisCrit
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“Unfortunately, education outcomes in the U.S. illustrate that race does matter with racism impacting achievement, discipline, and special education status, to name just a few (Annamma, Morrison, and Jackson 2014;Berlak 2001;Fabelo et al. 2011).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Abstract
What the sources say
- Not checked — no full text of the sourcecites Annamma, Morrison, and Jackson 2014 source
- Not matchedcites Berlak 2001
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Fabelo et al. 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“In other words, people of color consistently have to contest the social acceptance of using racial slurs as complimentary representations, whereas white Americans are allowed to take pride in their ethnicity while maintaining white supremacy.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Legal studies' expansions of color-blind ideology
What the sources say
- Not checked — no full text of the sourcecites Calmore 1997 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“Therefore, Gotanda's (1991) naming and critiquing of a color-blind racial ideology was necessary and useful in disrupting white supremacy.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Gotanda's conceptualization of 'Our Constitution is colorblind'
What the sources say
- Not checked — no full text of the sourcecites Gotanda 1991 source
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
In the paper
“In this case, assuming dis/ability is an immutable fact disguises the social processes that position children of color as less than making them more likely to be labeled with a dis/ability and ignores the ways society dis/ables many people (Kliewer, Biklen, and Kasa-Hendrickson, 2006).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Not checked — no full text of the sourcecites Kliewer, Biklen, and Kasa-Hendrickson, 2006 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“These terms are inherently problematic, as they do not accurately depict the problem of refusing to acknowledge race while simultaneously maintaining a deficit notion of people with disabilities (Watts and Erevelles 2004).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Not checked — no full text of the sourcecites Watts and Erevelles 2004 source
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Fourth, the only way to resist master-narratives that pathologize bodies different from the ideal is to provide space for counter-narratives by oppressed people.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conceptual affordances of CRT and DisCrit
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Second, once branded, those differences are viewed as deficits and marked as abnormal.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conceptual affordances of CRT and DisCrit
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
In the paper
“This is not the passive characteristic that the term color-blind suggests; instead, this actively (re)inscribes racial stereotypes (Williams and Land 2006).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Not matchedcites Williams and Land 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
In the paper
“The same people who recognize race as a social construction often overlook that dis/ability labeling is the result of similar (but not exactly the same) social processes, ignore the ways race and ability are socially constructed in tandem, and equate difference with deficit (Erevelles and Minear 2010).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Not checked — no full text of the sourcecites Erevelles and Minear 2010 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Rests on an assumption: Race is a social construction.
In the paper
“In contrast, the Court's contemporary color-blindness 'more closely resembles the majority in Plessy than Justice Harlan's dissent' (596).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Legal studies' expansions of color-blind ideology
What the sources say
- Not checked — no full text of the sourcecites Golub 2005 source
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Like many other tools of white supremacy, color-blindness went from a mechanism to support the historically marginalized to a mechanism to suppress them, or from a tool for lifting up to a tool for keeping down (Haney-Lopez 2011).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Legal studies' expansions of color-blind ideology
What the sources say
- Not matchedcites Haney-Lopez 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A DisCrit conceptual framework recognized that racism and ableism inform the racial ideology of color-blindness by locating (un)spoken 10 norms, where differences are viewed as abnormal.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conceptual affordances of CRT and DisCrit
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In other words, the underlying argument for the racial ideology of color-blindness is that everyone will be treated fairly if race was discounted.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
In the paper
“Though Frankenberg argued that along with color-evasion there also occurred a related power-evasion, we argue that those are one and the same.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Not checked — no full text of the sourcecites Frankenberg 1993 source
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Expanding the racial ideology of color-blindness to color-evasiveness then is not simply a commitment to updating our language, but an opportunity to expose the (un)spoken norms thriving in the racial ideology of color-blindness.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Implications
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Thus, those espousing a color-blind racial ideology are individually positioned as racially enlightened while simultaneously reproducing power and inequity in a system of white supremacy.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“By expanding Gotanda's original racial ideology to color-evasiveness using an intersectional framework, we were able to address how people imagine race currently through color-blindness by exposing hidden norms”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Implications
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one. The quote only partly states this claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Using the racial ideology of color-evasiveness directly calls into question the presupposed goodness of ignoring race.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
In the paper
“In other words, it is not that whites have trained themselves not to notice color.Instead, those in power often have 'selective engagement with difference rather than no difference at all' (Frankenberg 1993, 143).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Not checked — no full text of the sourcecites Frankenberg 1993 source
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Finally, the racial ideology of color-evasiveness directly questions the goal of color-blindness -to become a society where race does not matter.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Views people of color with dis/abilities and others that | stand at the intersections of multiple identities as less | than by those that subscribe to color-blindness |”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conclusion
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It is clear that color-blind racial ideology was built within a commitment to white supremacy and (un)spoken norms.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conclusion
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Color-evasiveness as an expanded racial ideology acknowledges that to avoid talking about race is a way to willfully ignore the experiences of people of color, and makes the goal of erasure more fully discernible.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
- Rests on an assumption: People of color are always fighting the erasure of their lived experiences, their very right to exist.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Color-blindness | utilizes dis/ability as a metaphor | for lacking and equates blindness | with ignorance |”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conclusion
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For all the reasons listed above, we argue that the refusal to address race, and its corollary racism, should be conceived as color-evasiveness.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
In the paper
“Racism has been built into the foundations of the country when Blacks were considered three-fifths of a person, and native people were considered cannon fodder (Tyack 1973).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Not matchedcites Tyack 1973
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It is the systemic violence of racism that impacts our daily lives, not just through individuals but also through institutions.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
In the paper
“However, racism is multimodal and is not limited to only one modality.”
- Also stated in: § Color-evasiveness: expanding a color-blind racial ideology · plain
“In other words, racism is informed by visuals, graphic, text, speech, and audio (Lopez 2015).”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
What the sources say
- Not matchedcites Lopez 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Also stated in: § Color-evasiveness: expanding a color-blind racial ideology · plain
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Alternatively, naming the ideology of refusing to recognize racial difference as color-evasiveness allows for a sense of temporality, conceding the evasion of systemic racism has allowed inequities to be perpetuated throughout history.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Color-evasiveness: expanding a color-blind racial ideology
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The shift to color-evasiveness allows for both comprehensively situating the conceptualization and critique of color-blindness as well as thoughtfully considering how to move the underlying ideology forward expansively.”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conclusion
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
In the paper
“Justice Harlan's conceptualization of a color-blind racial ideology ignored the historical underpinnings of racism that had been written into the law”
§ Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society > Conclusion
What the sources say
- Not checked — no full text of the sourcecites Golub 2005 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one. The quote only partly states this claim.
The paper relies on this without support.
Inability to see is not ignorance.
“However, inability to see is not ignorance; in fact, blindness provides unique ways of understanding the world to which sighted people have no access.”
The paper relies on this without support.
Blindness provides unique ways of understanding the world to which sighted people have no access.
“However, inability to see is not ignorance; in fact, blindness provides unique ways of understanding the world to which sighted people have no access.”
The paper relies on this without support.
Blind people are knowers.
“Blind people are knowers.”
The paper relies on this without support.
Race is a social construction.
“The same people who recognize race as a social construction often overlook that dis/ability labeling is the result of similar (but not exactly the same) social processes, ignore the ways race and ability are socially constructed in tandem, and equate difference with deficit (Erevelles and Minear 2010).”
The paper relies on this without support.
People of color are always fighting the erasure of their lived experiences, their very right to exist.
“People of color are always fighting the erasure of their lived experiences, their very right to exist.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Cited page falls outside the referenced article
MinorThe quotation is attributed to page 1064 of Haney-Lopez (2010a), but the reference lists that article's pages as 807-831.
“As Haney-Lopez (2010a) noted, 'Colorblindness is a form of racial jujitsu: co-opting the moral force of the civil rights movement, it uses that power to attack racial remediation and simultaneously to defend structural racism' (1064).”
“Haney-Lopez, I. F. 2010a. "Is the Post in Post-Racial the Blind in Colorblind. " Cardozo Law Review 32: 807-831.”
Gotanda article length conflicts with its listed page range
MinorThe text calls Gotanda's article 69 pages long, but the reference lists pages 1-68, a span of 68 pages.
“Though we will not try to summarize the entire 69-page law review here”
“Gotanda, N. 1991. "A Critique of 'Our Constitution is Color-Blind' . " Stanford Law Review 44: 1-68.”
Citations
Cites
Crenshaw, K. (2018) · Feminist Legal Theory · doi:10.4324/9780429500480-5 · Cited by 9,510
Critical race theory: an introduction
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Critical Race Theory: The Key Writings That Formed the Movement
Caldwell, V. F., & Crenshaw, K. W. (1996) · Columbia Law Review · doi:10.2307/1123408 · Cited by 3,897
Toward a Critical Race Theory of Education
Ladson-Billings, G., & Tate, W. F. (1995) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146819509700104 · Cited by 3,881
White Women, Race Matters: The Social Construction of Whiteness
Frankenburg, R. (1993) · doi:10.4324/9780203973431 · Cited by 3,308
From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools
Ladson-Billings, G. (2006) · Educational Researcher · doi:10.3102/0013189x035007003 · Cited by 3,211 · cited 1×
“In other words, the temporal racialized contours of the education debt cannot be denied (Ladson-Billings 2006).”
Toward a Critical Race Theory of Education
Ladson-Billings, G. J., & Tate, W. F. (2016) · Routledge eBooks · doi:10.4324/9781315709796-2 · Cited by 3,203
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Cited by
Sorted by citations
Items 101–200 of 724
Performing color-evasiveness: A DisCrit analysis of educators’ discourse in the U.S.
Wilt, C. L., Annamma, S. A., Wilmot, J. M., Nyegenye, S. N., Miller, A. L., & Jackson, E. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2022.103761 · Cited by 28
Self-citationMarrun, N. A., Clark, C., Beach, K., Morgan, M., Chiang-Lopez, C., Gonzalez, C. L., & McCadney, O. (2023) · Race Ethnicity and Education · doi:10.1080/13613324.2023.2203935 · Cited by 24
“…the district has generally not responded at all (evidence of racist indifference or, at best, color-evasiveness), or has under-responded (by minimizing the seriousness past injury and risk of future injury to Students, Teachers, and Families of Color) (Annamma, Jackson, and Morrison 2017).”
BackgroundStrategic Coalitions Against Exclusion at the Intersection of Race and Disability—A Rejoinder
Thorius, K. K., & Waitoller, F. R. (2017) · Harvard Educational Review · doi:10.17763/1943-5045-87.2.251 · Cited by 23
Leveraging critical race theory to produce equitable climate change adaptation
Rudge, K. (2023) · Nature Climate Change · doi:10.1038/s41558-023-01690-9 · Cited by 25
‘It’s not our problem’: Czech online discourse on kneeling in football and Black Lives Matter
Rudwick, S. I., & Schmiedl, M. (2023) · Sport in Society · doi:10.1080/17430437.2023.2188197 · Cited by 21
Mendoza, E., Hand, V. M., van Es, E. V., Hoos, S., & Frierson, M. (2021) · Professional Development in Education · doi:10.1080/19415257.2021.1891955 · Cited by 19
“The perspective of working to highlight the positives of all people regardless of the body they inhabit is a common move theorised as a color-evasive approach (Annamma et al. 2017).”
BackgroundEstudios críticos en discapacidad: aportes epistemológicos de un campo plural
Revuelta, B., & Hernández, R. (2021) · Cinta de moebio · doi:10.4067/s0717-554x2021000100017 · Cited by 22
“Este sujeto unitario propio del humanismo, a consideración de esta autora debe ser sustituido por uno más complejo y racional, caracterizado por la encarnación la sexualidad, la afectividad, la empatía y el deseo” (Braidotti 2015:38).”
BackgroundMcNeill, R. T., Leyva, L. A., & Marshall, B. L. (2022) · Journal of the Learning Sciences · doi:10.1080/10508406.2022.2073233 · Cited by 22
Voulgarides, C., Etscheidt, S., & Hernández-Saca, D. (2023) · Educause Review · doi:10.1080/00131911.2023.2181313 · Cited by 19
“By intersectional we purposefully focus on the intersections of race, language and dis/Ability (e.g. Annamma et al., 2017; Connor, 2008), given the demographic imperative within and across our globalised society at the intersections of global white and ability supremacy (e.g. Artiles, 2011, 2013;…”
BackgroundLiera, R. (2023) · The Journal of Higher Education · doi:10.1080/00221546.2023.2195769 · Cited by 24
Drawn Into Policy: A Systematic Review of School Rezoning Rationales, Processes, and Outcomes
Castro, A. J., Siegel‐Hawley, G., Bridges, K., & Williams, S. E. (2023) · Review of Educational Research · doi:10.3102/00346543231195816 · Cited by 25
López, R. M. (2020) · Education Policy Analysis Archives · doi:10.14507/epaa.28.4972 · Cited by 20
“I also acknowledge the contributions of scholars Annamma, Jackson, and Morrison (2017) who expand on theories of color-blind racism and put forth a racial ideology of “colorevasiveness,” which challenges ableist language in the term color-blind.”
BackgroundA Macromarketing Call to Action—Because Black Lives Matter!
Francis, J. N. P. (2020) · Journal of Macromarketing · doi:10.1177/0276146720981718 · Cited by 23
Parenting - Empirical Advances and Intervention Resources
Benedetto, L., & Ingrassia, M. (2018) · InTech eBooks · doi:10.5772/63688 · Cited by 25
A DisCrit-Informed Critique of the Difference vs. Disorder Approach in Speech-Language Pathology
Yu, B., Epstein, L., & Tisi, V. (2021) · Advances in linguistics and communication studies · doi:10.4018/978-1-7998-7134-7.ch006 · Cited by 21
No love found: how female students of colour negotiate and repurpose university spaces
Samatar, A., Madriaga, M., & McGrath, L. (2021) · British Journal of Sociology of Education · doi:10.1080/01425692.2021.1914548 · Cited by 26
Girolamo, T. M., Shen, L., Monroe‐Gulick, A., Rice, M. L., & Eigsti, I. (2023) · Autism · doi:10.1177/13623613231166749 · Cited by 21
“These data indicate a tendency toward color blindness (Annamma et al., 2017), in that studies included mostly white participants with no discussion of how findings should be interpreted given the non-representative nature of the samples.”
BackgroundResultToward disability-centered, culturally sustaining pedagogies in teacher education
Kulkarni, S. S., Miller, A. L., Nusbaum, E. A., Pearson, H., & Brown, L. X. Z. (2023) · Critical Studies in Education · doi:10.1080/17508487.2023.2234952 · Cited by 31
Connor, D. J. (2020) · Canadian Journal of Disability Studies · doi:10.15353/cjds.v9i5.689 · Cited by 19
Risk, race, and predictive policing: A critical race theory analysis of the strategic subject list
DaViera, A. L., Uriostegui, M., Gottlieb, A., & Onyeka, O. “. (2023) · American Journal of Community Psychology · doi:10.1002/ajcp.12671 · Cited by 20
Policy implementation as a tool for advancing equity in community college
González, Á. D. J., Burgos-López, L., Felix, E. R., & Nienhusser, H. K. (2021) · Education Policy Analysis Archives · doi:10.14507/epaa.29.6689 · Cited by 23
Covarrubias, R., & Laiduc, G. (2021) · Perspectives on Psychological Science · doi:10.1177/17456916211006068 · Cited by 25
Hernández, L. E. (2022) · Educational Policy · doi:10.1177/08959048221087210 · Cited by 18
Legislating whiteness: an emotion discourse analysis of divisive concepts legislation
Sheppard, M. (2023) · Pedagogy Culture and Society · doi:10.1080/14681366.2023.2242351 · Cited by 18
“Through prioritising niceness, those in power protect their comfort by evading race, a significant barrier to discussing racism and working towards racial justice (Annamma, Jackson, and Morrison 2017, Vlach et al. 2022).”
Is Dis-Ability a Foregone Conclusion? Research and Policy Solutions to Disproportionality
Cruz, R. A., Voulgarides, C. K., Firestone, A. R., McDermott, L., & Feng, Z. (2023) · Review of Educational Research · doi:10.3102/00346543231212935 · Cited by 22
Baggett, H. C. (2018) · Educational Studies · doi:10.1080/00131946.2018.1478836 · Cited by 20
Flores, A., & Leal, D. R. (2020) · Journal of Latinos and Education · doi:10.1080/15348431.2020.1791121 · Cited by 18
Centering Loss and Grief: Positioning Schools as Sites of Collective Healing in the Era of COVID-19
Castrellón, L. E., Fernández, É., Rivarola, A. R. R., & López, G. R. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.636993 · Cited by 19
Classroom and Behavior Management: (Re)conceptualization Through Disability Critical Race Theory
Migliarini, V., & Annamma, S. A. (2020) · Springer eBooks · doi:10.1007/978-3-030-14625-2_95 · Cited by 19
Self-citationVidra, Z., Katona, N., & Sebhelyi, V. (2017) · Critical Social Policy · doi:10.1177/0261018317748318 · Cited by 18
Woulfin, S. L., & Jones, B. L. (2023) · Journal of Educational Change · doi:10.1007/s10833-023-09483-9 · Cited by 17
“Turning specifically to SpEd, racialized organization theory assists in understanding racialized organizational components that contribute to pernicious inequities (Annamma et al., 2017).”
Ampliando el concepto de participación en la educación inclusiva
Mena, M. S., & Waitoller, F. R. (2022) · Revista Española de Discapacidad · doi:10.5569/2340-5104.10.02.01 · Cited by 25
Racial literacy theory into practice: teacher candidates’ responses
Rolón‐Dow, R., Flynn, J. E., & Mead, H. K. (2020) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2020.1783013 · Cited by 17
Black skin, White theorists: Remembering hidden Black early childhood scholars
Broughton, A. (2020) · Contemporary Issues in Early Childhood · doi:10.1177/1463949120958101 · Cited by 17
The Social Justice Teaching Collaborative: A Collective Turn Towards Critical Teacher Education
Aronson, B. A., Banda, R. M., Johnson, A., Kelly, M. D., Radina, R., Reyes, G., Sander, S. A., & Wronowski, M. L. (2020) · Journal of Curriculum Studies Research · doi:10.46303/jcsr.2020.8 · Cited by 17
What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective
Marshall, S. A., & Buenrostro, P. (2021) · Journal of Teacher Education · doi:10.1177/00224871211019024 · Cited by 16
“Moreover, teachers must consider the political nature of teaching (Eick et al., 2003; Leonard et al., 2010), developing a race-conscious rather than color-evasive view (Annamma et al., 2017), and learn how to build on students’ cultural and linguistic strengths (Ladson-Billings, 2000).”
BackgroundHernandez, G.-L. (2021) · Journal of International Students · doi:10.32674/jis.v11is1.3846 · Cited by 18
‘My skin is hard’ - adult learners’ resistance to racialization and racism
Ennser‐Kananen, J. (2021) · Nordic Journal of Studies in Educational Policy · doi:10.1080/20020317.2021.2008113 · Cited by 23
The (In)Visibility of Race in School Discipline Across Urban, Suburban, and Exurban Contexts
Tefera, A., Siegel‐Hawley, G., & Sjogren, A. L. (2022) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/01614681221093282 · Cited by 16
Nicolai, K. D., Morton, T. R., Torre, C. D. L., DeCuir‐Gunby, J. T., & Koenka, A. C. (2024) · Journal of Social Issues · doi:10.1111/josi.12602 · Cited by 22
Decolonizing (Psycho)linguistics Means Dropping the Language Gap Rhetoric
Figueroa, M. (2024) · Oxford University Press eBooks · doi:10.1093/oso/9780197755259.003.0009 · Cited by 16
Friedman, T. E., Hallaran, A. E., & Locke, M. A. (2020) · Race Ethnicity and Education · doi:10.1080/13613324.2020.1753677 · Cited by 16
Disrupting the Big Lie: Higher Education and Whitelash in a Post/Colorblind Era
Whitehead, M. A., Foste, Z., Durán, A., Tevis, T. L., & Cabrera, N. L. (2021) · Education Sciences · doi:10.3390/educsci11090486 · Cited by 17
“(The term “colorblind” has been critiqued for being ableist, and Annamma et al. (2017) [7] specifically call for using “color-evasive” as a non-ableist replacement.”
BackgroundBañales, J., Aldana, A., Richards-Schuster, K. E., & Merritt, A. (2021) · Journal of Adolescent Research · doi:10.1177/07435584211062117 · Cited by 17
Butler, A. (2021) · The Urban Review · doi:10.1007/s11256-021-00614-1 · Cited by 15
Exposing the White Innocence Playbook of School District Leaders
Bertrand, M., & Sampson, C. (2022) · Equity & Excellence in Education · doi:10.1080/10665684.2021.2021669 · Cited by 15
“We analyzed the coded data for discursive strategies of white innocence, drawing on Orozco (2019) and others (Annamma et al., 2017; van Dijk, 1992, 1997).”
Critical Whiteness Studies as Self-Work for White Nonprofit and Government Workers
Heckler, N. (2022) · Public Integrity · doi:10.1080/10999922.2022.2116671 · Cited by 15
Briscoe, K. L. (2023) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2023.2181426 · Cited by 18
“Overall, participants thought that the president minimized racism and approached his campus statements ’ responses using color-evasiveness ideologies (Annamma et al., 2017).”
BackgroundCompliance and Control: The Hidden Curriculum of Social-Emotional Learning
Cipollone, K., Hoffman, E. B., & Sciuchetti, M. B. (2022) · Perspectives on early childhood psychology and education /Perspectives on early childhood psychology and education · doi:10.58948/2834-8257.1005 · Cited by 16
The Next Generation of Clinical-Psychological Science: Moving Toward Anti-Racism
Rodriguez-Seijas, C. A., McClendon, J., Wendt, D. C., Novacek, D. M., Ebalu, T. I., Hallion, L. S., Hassan, N. Y., Huson, K., Spielmans, G. I., Folk, J. B., et al. (2023) · Clinical Psychological Science · doi:10.1177/21677026231156545 · Cited by 15
“In other words, to use the term ‘evade’ highlights an attempt to obliterate” (Annamma et al., 2017, p. 156).”
BackgroundLanguage development, linguistic input, and linguistic racism
Figueroa, M. (2024) · Wiley Interdisciplinary Reviews Cognitive Science · doi:10.1002/wcs.1673 · Cited by 30
From access to inclusion: a call for a cultural shift in higher education
Marom, L., & Hardwick, J. (2024) · Higher Education · doi:10.1007/s10734-024-01233-x · Cited by 16
“These intersections shape the experiences of disabled students in the context of HE (Annamma et al., 2017; Erevelles, 2011; Karpicz, 2020).”
Paradigmatic Perspectives and Self-Authorship: Implications for Theory, Research, and Praxis
Perez, R. J. (2019) · Journal of college student development · doi:10.1353/csd.2019.0004 · Cited by 16
“My review of the selfauthorship literature suggested that authors’ perspectives often reflected colorevasive ideolog y , which Annamma, Jackson, and Morrison (2017) describe as a “refusal to address race, and its corollary racism” (p. 156).”
BackgroundDavis, C. L., & Cross, S. B. (2020) · Equity & Excellence in Education · doi:10.1080/10665684.2020.1791769 · Cited by 15
White Hoarders: A Portrait of Whiteness and Resource Allocation in College Algebra
Nishi, N. W. (2021) · The Journal of Higher Education · doi:10.1080/00221546.2021.1914495 · Cited by 15
“These courses must go well beyond the current “implicit bias” and “respect diversity” style education that reek of race-evasion (Annamma et al., 2017).”
BackgroundShah, V., & Grimaldos, D. K. (2022) · Urban Education · doi:10.1177/00420859221095004 · Cited by 25
Thomas, R. K. (2019) · Curriculum Inquiry · doi:10.1080/03626784.2019.1687258 · Cited by 15
Ko, D., Mawene, D., Krichevsky, B., & Lim, S. (2023) · Review of Educational Research · doi:10.3102/00346543231212927 · Cited by 15
Of DEI and denials: A critical discourse analysis of Texas’ 88th legislative session
Shook, L. M., & Lizárraga-Dueñas, L. I. (2024) · Education Policy Analysis Archives · doi:10.14507/epaa.32.8590 · Cited by 14
Hosseini, N., Leijgraaf, M., Gaikhorst, L., & Volman, M. (2025) · Review of Educational Research · doi:10.3102/00346543251325572 · Cited by 18
Barriers to healthcare for racialised populations in Europe: a scoping review of reviews
González-Rábago, Y., Lanborena, N., & Rodríguez-Álvarez, E. (2025) · International Journal for Equity in Health · doi:10.1186/s12939-025-02577-1 · Cited by 20
“Building on the concept of color-evasiveness developed in the U.S. context [64], recent scholarship suggests that European societies remain embedded in a form of race-evasiveness —a deeper reluctance to acknowledge race and racism even when addressing structural inequalities [65].”
Co-Constructing Knowledge for Action in Research Practice Partnerships
Campanella, M., Kirshner, B., Mendy, J. J. E., Landa-Posas, M., Hoover, K. T. T., Lopez, S., Porras, L.-E., & Martín, M. E. E. (2022) · Social Sciences · doi:10.3390/socsci11030140 · Cited by 14
Suárez, E., & Beatty, C. C. (2022) · Science Education · doi:10.1002/sce.21745 · Cited by 22
Hagan, C. A., Halberstadt, A. G., Cooke, A. N., & Garner, P. W. (2023) · Journal of Family Issues · doi:10.1177/0192513x221150973 · Cited by 17
The Case for Educational Reparations: Addressing Racial Injustices in Sustainable Development Goal 4
Walker, S., Tikly, L. P., Strong, K., et al. (2023) · Springer eBooks · doi:10.1007/978-3-032-27750-3_29 · Cited by 14
Disrupting neoliberal diversity discourse with critical race college transition stories
Laiduc, G., Slattery, I., & Covarrubias, R. (2024) · Journal of Social Issues · doi:10.1111/josi.12600 · Cited by 15
We Need to Talk about White People
Gillborn, D. A. (2019) · Multicultural Perspectives · doi:10.1080/15210960.2019.1606632 · Cited by 14
Rodriguez, J. (2020) · Race Ethnicity and Education · doi:10.1080/13613324.2020.1798385 · Cited by 16
Historic Scaffolds of Whiteness in Higher Education
Corces‐Zimmerman, C., Thomas, D., & Cabrera, N. L. (2020) · Palgrave studies in race, inequality and social justice in education · doi:10.1007/978-3-030-57292-1_2 · Cited by 14
It’s About Time! Advancing Justice Through Joyful Inquiry With Young Children
Erwin, E. J., Bacon, J. K., & Lalvani, P. (2021) · Topics in Early Childhood Special Education · doi:10.1177/0271121420988890 · Cited by 15
“In educational discourses, Annamma et al. (2016) describes the concept color evasiveness, which explains that there is a widespread belief in schools that children do not notice differences within human diversity.”
BackgroundBurke, M., Hanson, C., & Abraham, C. (2021) · Canadian Journal of Science Mathematics and Technology Education · doi:10.1007/s42330-021-00155-5 · Cited by 23
Annamma, S. A., Ferri, B. A., & Connor, D. J. (2022) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/01614681221111427 · Cited by 14
Self-citationLegette, K. B., Hope, E. C., Harris, J., & Griffin, C. B. (2021) · Emerald Group Publishing Limited eBooks · doi:10.1108/s0749-742320210000021007 · Cited by 17
Partnering with immigrant families to promote language justice and equity in education
Yan, C. T., Bachour, A., Pérez, C. J., Ansaldo, L. P., Santiago, D., Jin, Y., Li, Z., Mok, Y. S., Weng, Y., & Martinez, L. S. S. (2022) · American Journal of Community Psychology · doi:10.1002/ajcp.12604 · Cited by 13
‘This is almost like Ruby Bridges’: young children’s demonstration of racial literacy
Falkner, A. (2023) · Race Ethnicity and Education · doi:10.1080/13613324.2023.2192948 · Cited by 14
“Today’s omission of race from education reflects color-evasive ideology (Annamma, Jackson, and Morrison 2017) either through a celebration of diversity approach (Doucet and Adair 2013) or through practices of omission or minimization (Bonilla-Silva 2017) when racial issues do come up.”
BackgroundLash, C. L. (2023) · Theory & Research in Social Education · doi:10.1080/00933104.2023.2200378 · Cited by 13
“In line with Annamma et al. (2017), in this article, I consciously use the term “color evasive-ness” rather than “colorblindness” to resist positioning people with disabilities as problematic and using dis/ability as a metaphor for the undesired (p. 153).”
Wilton, L. S., Sullivan, J. L., Albuja, A. F., & Perry, S. (2023) · Social Issues and Policy Review · doi:10.1111/sipr.12098 · Cited by 16
Dhaliwal, T. K., Graham, J., Chiang, Y.-C., & Johnson, A. S. (2024) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737231213040 · Cited by 13
“While this delinquency discourse is color-evasive (Annamma et al., 2017; Bonilla-Silva, 2010) and avoids specific references to students’ background characteristics in writing, Black students and SWDs are seen as especially in need of correction, as evidenced by the fact that they are more than…”
BackgroundWhy personal values matter: values, colorblindness, and social justice action orientation
Tittler, M. V., Lannin, D. G., Han, S., & Wolf, L. J. (2020) · Current Psychology · doi:10.1007/s12144-020-01006-6 · Cited by 14
Baggett, H. C. (2020) · L2 Journal · doi:10.5070/l212246037 · Cited by 13
The silent schooling of whiteness in social studies content standards
McClure, P. S. (2021) · Whiteness and Education · doi:10.1080/23793406.2021.1993083 · Cited by 13
Mizell, J. D. (2022) · Linguistics and Education · doi:10.1016/j.linged.2022.101108 · Cited by 14
Special Education as Neoliberal Property: The Racecraft, Biopolitics, and Immunization of Disability
Kearl, B. (2019) · Educational Studies · doi:10.1080/00131946.2019.1630126 · Cited by 13
Reframing race and widening access into higher education
Madriaga, M. (2022) · Higher Education · doi:10.1007/s10734-022-00981-y · Cited by 13
“Annamma et al.’s (2017) use of the phrase ‘colour-evasive’ extends Gotanda’s (1991) critique of ‘colour-blind’ ideologies — that employ notions of meritocracy to discount historical, structural racism and white supremacy.”
BackgroundInfluentialReflective journaling: A path toward cultural competence for teacher candidates in special education
Lavín, C. E., & Goodman, J. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104300 · Cited by 12
“Not in Our Daycare”? Commitments and Obstacles to Antiracism in Finnish ECEC
Loukola, S. (2023) · Early Childhood Education Journal · doi:10.1007/s10643-023-01540-5 · Cited by 17
The Language We Use: Providers’ Perceptions About Families
Spence, C., Rooks-Ellis, D. L., Ruiz, A. B., Fish, L. A., Jones, B., O’Grady, C. E., & Sulinski, E. (2021) · Early Childhood Education Journal · doi:10.1007/s10643-021-01258-2 · Cited by 12
Leath, S. C., Quiles, T., Samuel, M., Chima, U., & Chavous, T. M. (2022) · American Educational Research Journal · doi:10.3102/00028312221092780 · Cited by 12
Whose Knowledge Heals? Transforming Teaching in the Struggle for Health Equity
Manalo-Pedro, E., Walsemann, K. M., & Gee, G. C. (2023) · Health Education & Behavior · doi:10.1177/10901981231177095 · Cited by 14
“Given the variants of racism (Davis, 2021), scholars of CRT in education have more precisely articulated its tenets for specific groups: LatCrit (Solórzano & Yosso, 2001), TribalCrit (Brayboy, 2005), AsianCrit (Iftikar & Museus, 2018), DisCrit (Annamma et al., 2017), and UndocuCrit (Aguilar, 2019).”
BackgroundSatterthwaite‐Freiman, M., & Umaña‐Taylor, A. J. (2023) · Human Development · doi:10.1159/000534965 · Cited by 12
Freidus, A. (2022) · Educational Policy · doi:10.1177/08959048221087206 · Cited by 12
“In contrast to color-evasive ideology (Annamma et al., 2017), diversity ideology “frames race as one marker of difference to be lauded within the contemporary United States” (Mayorga-Gallo, 2019, p.”
BackgroundCastro, A. J., Siegel‐Hawley, G., Bridges, K., et al. (2022) · AERA Open · doi:10.1177/23328584221091274 · Cited by 12
Looking in the Shadows: Literature on Undocumented Latinx Students with Disabilities
Lavín, C. E., & Francis, G. (2022) · Journal of Latinos and Education · doi:10.1080/15348431.2022.2149529 · Cited by 12
“Similarly, the dominant narrative about individuals with disabilities justifies their exclusion or segregation from society based on the idea that a disability makes an individual abnormal and, therefore, bad (Annamma et al., 2017).”
BackgroundJacobson, E. D., Francis, D. C., Willey, C., & Wilkins‐Yel, K. G. (2022) · AERA Open · doi:10.1177/23328584221130999 · Cited by 17
“…of “color-blindness,” in which individuals claim to not see race (e.g., Delgado & Stefancic, 2013), and related concepts of “color-evasiveness” (Annamma et al., 2017) and “race-evasiveness” (Chang-Bacon, 2021) in which individuals actively avoid discussing or acknowledging race, we…”
BackgroundEspinoza, K. J. C., & Rincón, B. E. (2023) · Education Sciences · doi:10.3390/educsci13030233 · Cited by 11
Tevis, T. L., Whitehead, M. A., Foste, Z., & Durán, A. (2023) · Higher education · doi:10.1007/978-3-031-06696-2_12 · Cited by 11
Jenkins, D. A. (2023) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/01614681231178864 · Cited by 15
Deciphering Truth: Teaching About the Systemic Nature of Trauma
Goldin, S., Khasnabis, D., Duane, A. M., & Robertson, K. (2023) · Urban Education · doi:10.1177/00420859231175678 · Cited by 15
“Even when the vast demographic differences between children and their teachers are undeniable — e.g., schools with majority Black student bodies and majority White staff — educators remain color-evasive (Annamma et al., 2017).”
InfluentialWhat Do School Administrators Think About Race? A Critical Race Mixed-Method Study
Grace, J., & Lastrapes, R. E. (2023) · Journal of School Leadership · doi:10.1177/10526846231194349 · Cited by 17
“Furthermore, CRT acknowledges the intersections of race and class (Harris, 1993), gender (Crenshaw, 1990), nativism (Perez-Huber, 2010), and disability (Annamma et al., 2017).”
BackgroundOcasio-Stoutenburg, L., & Boveda, M. (2024) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2024.2348808 · Cited by 12
“Simultaneously, we avoid the racist and ableist pitfalls of engaging inquiry through color-evasive lenses, failure to consider the dynamics of power, and rendering disability invisible (Annamma et al., 2017; Banks, 2018; Giroux, 1982).”
Metadata
- Authors
- Annamma, S. A., Jackson, D. D., & Morrison, D.
- Affiliations
- University of Kansas (US)
- University of Wyoming (US)
- University of Washington (US)
- Corresponding author
- Annamma, Subini Ancy
- Venue
- Race Ethnicity and Education
- Publisher
- Informa UK Limited
- Published
- 2016-11-11
- Volume
- 20
- Issue
- 2
- Pages
- 147-162
- ISSN
- 1361-3324 (ISSN-L)
- 1470-109X
- OpenAlex
- W2556989739
- Semantic Scholar
- b46c056a1cefe7d69ee07d0147f34c5200737737
- Cited by
- 738
- References
- 93
- Citations by year
- 2026: 68 · 2025: 112 · 2024: 102 · 2023: 124 · 2022: 113 · 2021: 101 · 2020: 60 · 2019: 41 · 2018: 12 · 2017: 5
- FWCI
- 55.15
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Race Ethnicity and Education (publishedVersion)
- Funders
- U.S. Department of Education
- University of Notre Dame
- Topics
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Education › Education Discipline and Inequality
- Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
- Keywords
- white supremacy, racial ideology, disability studies, race and education
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