Literaturnachweis - Detailanzeige
Autor/in | Reyes, Nicole Alia Salis |
---|---|
Titel | A Space for Survivance: Locating Kanaka Maoli through the Resonance and Dissonance of Critical Race Theory |
Quelle | In: Race, Ethnicity and Education, 21 (2018) 6, S.739-756 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Reyes, Nicole Alia Salis) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1361-3324 |
DOI | 10.1080/13613324.2017.1376632 |
Schlagwörter | Race; Critical Theory; Foreign Countries; Pacific Islanders; Ethnic Groups; Hawaiians; Indigenous Populations; Indigenous Knowledge; Asian Americans; American Indians; Tribes; Foreign Policy; Social Justice; Self Concept Rasse; Abstammung; Kritische Theorie; Ausland; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Hawaianer; Sinti und Roma; Asian immigrant; United States; Asiatischer Einwanderer; USA; American Indian; Indianer; Tribal society; Stammesgesellschaft; Außenpolitik; Soziale Gerechtigkeit; Selbstkonzept |
Abstract | In this article, I map a new theoretical space for Kanaka Maoli, the autochthonous people of Hawai?i, within the landscape of critical race theory (CRT). To engage the ways that Kanaka Maoli have been identified as people of color, Asian Pacific Islanders, and Indigenous people, I review literature on CRT, Asian critical race theory, and Tribal critical race theory, revealing that these areas of CRT are at once resonant and dissonant with Kanaka Maoli sensibilities and experiences. Working through this resonance and dissonance, I weave together relevant concepts from extant strands of CRT with Kanaka Maoli knowledge and interests in the offering of new tenets toward a Kanaka Maoli critical decolonizing framework (KanakaCrit). (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |