Literaturnachweis - Detailanzeige
| Autor/inn/en | Desai, Shiv R.; Abeita, Andrea |
|---|---|
| Titel | Institutional Microaggressions at a Hispanic Serving Institution: A Diné (Navajo) Woman Utilizing Tribal Critical Race Theory through Student Activism |
| Quelle | In: Equity & Excellence in Education, 50 (2017) 3, S.275-289 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1066-5684 |
| DOI | 10.1080/10665684.2017.1336498 |
| Schlagwörter | Navajo (Nation); Tribes; Critical Theory; Race; Activism; Hispanic Americans; Racial Composition; Racial Bias; Case Studies; Cultural Influences; American Indian Students; Aggression; At Risk Students; College Students; Semi Structured Interviews; Documentation; College Environment |
| Abstract | From private to public, from small to large, campus protests and demonstrations have risen across the country to address institutional racism regarding a range of issues including offensive Halloween costumes, university/college seals, lack of faculty color, and racist vandalism. One such example occurred at Southwest University where Native American students were protesting the university seal, which represents settler colonialism and genocide. In this article, we provide a case study of Joy, a Diné (Navajo) young woman, and describe her student activism in regards to the seal and how she utilizes it to connect to her culture, language, and identity. We utilize critical race theory (CRT) and tribal critical race theory (TribalCrit) to analyze the institutional microaggressions that Joy experienced on campus. Our main conclusions explain how student activism enables students to address systemic racism and provides a vehicle to create better conditions on university campuses. (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 |
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