latcrit theory in education
In this article, the author seeks to re-imagine the political and policy roles of educational leaders of color, offering an alternative method for educational leadership, advocacy, and policy analysis. The author uses critical race theory (CRT) and Latina/o critical (LatCrit) theory to problematize the way politically-active Mexican American educational leaders used personal and professional experiences to conceptualize racism and organize politically in the context of the debate over school finance equity in Texas. The findings suggest that a prevalent negation of critical raced leadership, analysis, and advocacy among the participants disadvantages Latina/o communities and de-legitimizes Latina/o political voices. The author envisions an alternative educational leadership framework centered on LatCrit theory’s call for contextualized, historical, and critical analysis.
1. I utilize Latina/o, Mexican, Mexican American, and Chicano interchangeably throughout this article.
CRT, LatCrit, and Racist Nativism: An Intersectional Approach
The Need to Examine Undocumented Latina/o Educational Experiences
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This chapter examines LatCrit, Tribal Crit, and Asian Crit theories in educational leadership. More specifically, the research question shows: How can LatCrit, Tribal Crit, and Asian Crit theories inform organizational theory and, in turn, how can these theories contribute to the leadership of socially just schools? LatCrit, Tribal Crit, and Asian Crit Theory offer theoretical implications beyond traditional organizational theories of leadership, change, and decision-making. These theoretical implications apply across leadership, change, and decision-making, and include considering how theories associated with individual identity at the micro-level can reflect back to organizations at the macro-level and the importance of pedagogy. E. Aleman analyzed school finance policy in Texas, relying on Critical Race Theory and LatCrit theory to inform critical policy analysis. A. E. Castagno’s Tribal Crit study reiterates the critical importance of culturally relevant pedagogy for preparing Indigenous educators and, in turn, for Indigenous educators to be proficient teachers of culturally relevant pedagogy for Indigenous students.
There is a limited but growing body of research on the experiences of undocumented Latina/o immigrant students in the U.S. (Abrego, 2002; Bastida et. al., 2007; De Leon, 2005; Fields, 2005; Gonzales, 2007; Guillen, 2004; Madera, et. al., 2008; Oliverez et. al., 2006; Olivas, 1995, 2004; Pabon Lopez, 2005; Perez Huber & Malagon, 2007; Rangel, 2001; Rincon, 2005; Seif, 2004). We know that thousands of undocumented students graduate high schools throughout the country each year, but most are in state of California (Oliverez et. al., 2006). We also know that most undocumented immigrants in the U.S. are from Latin American countries, but Mexico in particular (Passel, 2006). The historical and continued efforts of U.S. foreign policy to ensure Mexican economic dependence on the United States suggests economic conditions in Mexico will continue to leave many Mexican citizens with no choice but to emigrate (Gonzalez & Fernandez, 2002). This means, until the U.S. enacts comprehensive immigration reform that offers the U.S. undocumented population with a path to citizenship, the number of undocumented Latina/o students will continue to grow. Research focusing on this group of students lags far behind this demographic growth.
This article examines how a racist nativism framework can help understand the experiences of undocumented Chicana college students attending a public research university in California. First, this article will provide a brief description of how CRT and, in particular, LatCrit have allowed researchers to develop the frame of racist nativism. Second, the framework of racist nativism will be described, including how it is used in this study. Third, this article will describe the data collection strategies, methodological approach and analysis process used to gather and analyze 20 critical race testimonio interviews. Following this description, I will present the findings that demonstrate the ways racist nativism, class and gender have manifested in the educational trajectories of the undocumented Chicana college students.
Chapter 8. Tribal Critical Race Theory
Angela Jaime and Caskey Russell
“Critical Race Theory in Teacher Education has put forth a challenge that requires all of our attentions. Not only does this work have important implications for teaching and learning in schools, it provides an epistemological and moral call for us to do justice work with a global framework that captures, reclaims, and restores our humanity.”
—From the Foreword by Tyrone C. Howard, Graduate School of Education and Information Studies, The University of California, Los Angeles