The DOI matches its Crossref record; 33 of the 33 references it cites were found in a registry or an index.
CRITICAL RACE THEORY: A TRANSFORMATIONAL MODEL FOR TEACHING DIVERSITY
Abstract
Rapidly changing demographics in the United States, the 2008 Educational Policy and Accreditation Standards, and recent developments in the literature that question the effectiveness of multiculturalism and cultural competence suggest social work education, research, and practice are in need of a new approach to diversity. In conceptualizing diversity, social workers need to address a broad social context that includes institutional/structural arrangements, recognize the intersection of multiple identities, and integrate an explicit social justice orientation. This article presents critical race theory as a paradigmatic framework that focuses on both institutions and the pain they create for marginalized people. The critique is multidimensional, addressing root causes and personal distress while pursuing transformational change.
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Cites
Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color
Crenshaw, K. (1991) · Stanford Law Review · doi:10.2307/1229039 · Cited by 32,792
The social construction of reality : a treatise in the sociology of knowledge
Simpson, G., Berger, P. L., & Luckmann, T. (1967) · American Sociological Review · doi:10.2307/2091739 · Cited by 16,462
Borderlands/La frontera: the new mestiza
Anzaldúa, G. (2017) · Censored · doi:10.1515/9780773551886-027 · Cited by 10,736
Whose culture has capital? A critical race theory discussion of community cultural wealth
Yosso *, T. J. (2005) · Race Ethnicity and Education · doi:10.1080/1361332052000341006 · Cited by 8,663
Critical race theory: an introduction
(2013) · Choice Reviews Online · doi:10.5860/choice.50-2938 · Cited by 6,038
Racial microaggressions in everyday life: Implications for clinical practice.
Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007) · American Psychologist · doi:10.1037/0003-066x.62.4.271 · Cited by 5,569
Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research
Solórzano, D. G., & Yosso, T. J. (2002) · Qualitative Inquiry · doi:10.1177/107780040200800103 · Cited by 4,257 · cited 1×
“…the experiences of those outside the dominant culture need to be rethought and new approaches developed to capture and incorporate their contextual or lived experiences as members of a marginalized group participating in existing institutional arrangements (Kerl, 2002; Solórzano & yosso, 2002).”
Background(2000) · The Journal of Negro Education · Cited by 2,472
Solorzano, D. G., & Bernal, D. D. (2001) · Urban Education · doi:10.1177/0042085901363002 · Cited by 1,519
Educational Policy and Accreditation Standards: Do They Work for Clients?
Gambrill, E. D. (2001) · Journal of Social Work Education · doi:10.1080/10437797.2001.10779050 · Cited by 1,500
Cited by
Forget Cultural Competence; Ask for an Autobiography
Hollinsworth, D. (2013) · Social Work Education · doi:10.1080/02615479.2012.730513 · Cited by 64
Metadata
- Authors
- Ortiz, L., & Jani, J.
- Venue
- Journal of Social Work Education
- Publisher
- Informa UK Limited
- Published
- 2010-01
- Volume
- 46
- Issue
- 2
- Pages
- 175-193
- ISSN
- 1043-7797 (ISSN-L)
- 2163-5811
- OpenAlex
- W1985046275
- Cited by
- 275
- References
- 33
- FWCI
- 33.39
- Type
- journal article
- Language
- en
- Open access
- closed
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