Critical Race, Feminism, and Education: A Social Justice by M. Pratt-Clarke

By M. Pratt-Clarke

Critical Race, Feminism, and schooling offers a transformative subsequent step within the evolution of severe race and Black feminist scholarship. targeting praxis, the connection among the development of race, category, and gender different types and social justice results is analyzed. An utilized transdisciplinary version - integrating legislations, sociology, background, and social flow concept - demonstrates how marginalized teams are oppressed by way of ideologies of strength and privilege within the criminal process, the schooling approach, and the media. Pratt-Clarke files the results of racism, patriarchy, classism, and nationalism on Black adult females and men within the single-sex institution debate.

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Almost 800 individuals attended the conference, with a focus on the education of Black children, particularly within Detroit (Robinson, 2008). The United Community Services of Metropolitan Detroit published a report in August 1989 documenting the educational problems of young Black males, their increasing criminal and drug activity, and their overrepresentation in jails, mental institutions, and military service. The Detroit Free Press also carried several articles discussing the plight of Black males (Bivins, 1990; Huskisson, 1991a; 1991b).

3 percent. Even more startling were the homicide and crime rate statistics, reflecting substantial increases for males 18 and younger, from 54 per 100,000 in 1980 to 292 per 100,000 in 1987. Ninety-seven percent of the drug offenders in Wayne County were Black males (Watson & Smitherman, 1996, p. 39). As a result of its findings, the Task Force recommended the implementation of a Male Academy. The Male Academy proposal was discussed and unanimously approved by the Detroit School Board Community Confidence Committee (Male Academy to be discussed, 1991; Detroit School Board committee approves, 1991).

What form should social justice activism take? What is the best strategy to ensure success? With what theory and with what argument can transformative change be achieved? On which institutions, individuals, and/or domains should the strategy focus? TASJ recognizes the role of the definition of the problem on social activism. The TASJ model, then, is a theoretical and methodological tool for engaging in transdisciplinary applied social justice research and practice. Figure 1 is an illustration of the transdisciplinary applied social justice model.

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