Critical race theory’s intellectual roots: My email epistolary with derrick bell

Handbook of Critical Race Theory in Education

Volumn , Issue , 2013, Pages 48-68

  Solórzano, Daniel G ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84924901170     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203155721     Document Type: Chapter

References (67)

1. Acuna, R. (1972). Occupied America: The Chicano’s struggle toward liberation. San Francisco, CA: Canfield.
2. Anzaldúa, G. (1987). Borderlands—La frontera: The new mestiza. San Francisco, CA: Spinsters/Aunt Lute.
3. Asante, M. (1987). The Afrocentric idea. Philadelphia, PA: Temple University Press.
4. Asante, M. (1991). The Afrocentric idea in education. Journal of Negro Education, 60, 170-180.
5. Barrera, M. (1979). Race and class in the Southwest: A theory of racial inequality. Notre Dame, IN: University of Notre Dame Press.
6. Barrera, M., Muñoz, C., & Ornelas, C. (1972). The barrio as internal colony. Urban Affairs Annual Reviews, 6, 465-498.
7. Bell, D. (1989). “An epistolary exploration for a Thurgood Marshall biography.” Harvard BlackLetter Journal, 6, 51-67.
8. Bell, D. (2000). Race, racism, and American law (4th ed.). New York: Aspen Law and Business.
9. Bell, D. (2002). Ethical ambition: Living a life of meaning and worth. New York: Bloomsbury.
10. Bell, D. (2004). Silent covenants: Brown v. Board of Education and the unfulfilled hopes for racial reform. New York: Oxford University Press.
11. Bell, D. (2008a). Race, racism, and American law (6th ed.). New York: Wolters Kluwer.
12. Bell, D. (2008b). Race, racism, and American law: Teacher’s manual (6th ed.). New York: Wolters Kluwer.
13. Bell, D., & Edmonds, E. (1993). Students and teachers, teachers as learners. Michigan Law Review, 91, 2025-2052.
14. Blauner, R. (1969). Internal colonialism and ghetto revolt. Social Problems, 16, 393-408.
15. Blauner, R. (1972). Racial oppression in America. New York: Harper & Row.
16. Blauner, R. (2001). Still big news: Racial oppression in America. Philadelphia, PA: Temple University Press.
17. Bonilla, F., & Girling, R. (Eds.). (1973). Structures of dependency. Stanford, CA: Stanford Institute of Politics.
18. Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. New York: Basic Books.
19. Camangian, P. (2009). Teaching like our lives matter: Critical pedagogy and classroom research. Unpublished doctoral dissertation, University of California, Los Angeles.
20. Collatos, A. (2005). Critical college access: Reframing how we empower urban youth toward higher education and social change. Unpublished doctoral dissertation, University of California, Los Angeles.
21. Covarrubias, A. (2005). Agencies of transformational resistance: Transforming the intersections of race, class, gender, and sexuality oppression through Latino critical race theory (LatCrit) and praxis. Unpublished doctoral dissertation, University of California, Los Angeles.
22. Covarrubias, A., & Revilla, A. (2003). Agencies of transformational resistance: Dismantling injustice at the intersection of race, class, gender, and sexuality through LatCrit praxis. Florida Law Review, 55, 459-477.
23. Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and the violence against women of color. Stanford Law Review, 43, 1241-1299.
24. Curry, T. (2008). Saved by the Bell: Derrick Bell’s racial realism as pedagogy. Philosophical Studies in Education, 39, 35-46.
25. Delgado, R. (1984). The imperial scholar: Reflections on a review of civil rights literature. University of Pennsylvania Law Review, 132, 561-578.
26. Delgado, R. (1992). The imperial scholar revisited: How to marginalize outsider writing, ten years later. University of Pennsylvania Law Review, 140, 1349-1372.
27. Delgado Bernal, D. (1997). Chicana school resistance and grassroots leadership: Providing an alternative history of the 1968 East Los Angeles blowouts. Unpublished doctoral dissertation, University of California, Los Angeles.
28. Delgado Bernal, D. (1998). Grassroots leadership reconceptualized: Chicana oral histories and the 1968 East Los Angeles school blowouts. Frontiers: A Journal of Women Studies, 19, 113-142.
29. Deloria, V. (1969). Custer died for your sins: An Indian manifesto. New York: Avon.
30. Du Bois, W.E.B. (1903). The souls of black folk: Essays and sketches. Chicago, IL: A.C. McClurg.
31. Fagan, R. (1969). The transformation of political culture in Cuba. Stanford, CA: Stanford University Press.
32. Freire, P. (1970a). Cultural action for freedom. Cambridge, MA: Harvard Educational Review Monographs.
33. Freire, P. (1970b). Pedagogy of the oppressed. New York: Continuum.
34. Freire, P. (1973). Education for critical consciousness. New York: Seabury.
35. Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. London: Routledge.
36. Giroux, H. (1983). Theories of reproduction and resistance in the new sociology of education: A critical analysis. Harvard Educational Review, 53, 257-293.
37. Hill Collins, P. (1986). Learning from the outsider within: The sociological significance of black feminist thought. Social Problems, 33, S14-S32.
38. Hill Collins, P. (1990). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York: Routledge.
39. Hooks, B. (1990). Yearning: Race, gender, and cultural politics. Cambridge, MA: South End Press.
40. Hurtado, A. (1996). The color of privilege: Three blasphemes on race and feminism. Ann Arbor: University of Michigan Press.
41. Kohli, R., & Solorzano, D. (2011). Black and brown high school student activism. In L. Urrieta & A. Revilla (Eds.), Marching students: Chicana/o identity and the politics of education 1968 and the present (pp. 131-147). Reno: University of Nevada Press.
42. Ladson-Billings, G., & Tate, W. (1995). Toward a critical race theory of education. Teachers College Record, 97, 47-68.
43. Lawrence, C. (1991). Doing “the James Brown” at Harvard: Professor Derrick Bell as liberationist teacher. Harvard BlackLetter Journal, 8, 263-273.
44. Lynn, M. (1999). Toward a critical race pedagogy: A research note. Urban Education, 33, 606-626.
45. Lynn, M., & Parker, L. (2006). Critical race studies in education: Examining a decade of research on U.S. schools. Urban Review, 38, 257-290.
46. Macedo, D. (1994). Preface. In P. McLaren & C. Lankshear (Eds.), Politics of liberation: Paths from Freire (pp. 13-18). London and New York: Routledge.
47. McGrew, K. (2011). A review of class-based theories of student resistance in education: Mapping the origins and influence of Learning to Labor by Paul Willis. Review of Educational Research, 81, 234-266.
48. Monaghan, P. (1993). “Critical race theory” questions role of legal doctrine in racial inequality: Lani Guinier, ill-fated Justice Dept. nominee, is one of its traditional adherents. Chronicle of Higher Education, July 23, pp. A7-A9.
49. Morrell, E. (2001). Transforming classroom discourse: Academic and critical literacy development through engaging popular culture. Unpublished doctoral dissertation, University of California, Berkeley.
50. Perez Huber, L., Johnson, R., & Kohli, R. (2006). Naming racism: A conceptual look at internalized racism in U.S. schools. UCLA Chicana/o-Latina/o Law Review, 26, 183-206.
51. Revilla, A. (2004). Raza womyn re-constructing revolution: Exploring the intersections of race, class, gender, and sexuality in the lives of Chicana/Latina student activists. Unpublished doctoral dissertation, University of California, Los Angeles.
52. Romero, A. (2008). Towards a critically compassionate intellectualism model of transformative education: Love, hope, identity, and organic intellectualism through the convergence of critical race theory, critical pedagogy, and authentic caring. Unpublished doctoral dissertation, University of Arizona.
53. Romero, A., Arce, S., & Cammarota, J. (2009). A barrio pedagogy: Identity, intellectualism, activism, and academic achievement through the evolution of critically compassionate intellectualism. Race Ethnicity and Education, 12, 217-233.
54. Rosaldo, R. (1994). Whose cultural studies? American Anthropologist, 96, 524-529.
55. Sleeter, C., & Delgado Bernal, D. (2004). Critical pedagogy, critical race theory, and antiracist education: Implications for multicultural education. In J. Banks & C. Banks (Eds.), The Handbook of Research on Multicultural Education (pp. 240-258). New York: Macmillan.
56. Smith, W., & Alschuler, A. (1976). How to measure Freire’s stages of conscientizacao: The C Code manual. Unpublished manuscript, University of Massachusetts, Amherst.
57. Solorzano, D. (1989). Teaching and social change: Reflections on a Freirean approach in a college classroom. Teaching Sociology, 17, 218-225.
58. Solorzano, D. (1997). Images and words that wound: Critical race theory, racial stereotyping, and teacher education. Teacher Education Quarterly, 24, 5-19.
59. Solorzano, D., & Delgado Bernal, D. (2001). Examining transformational resistance through a critical race and Lat-Crit theory framework: Chicana and Chicano students in an urban context. Urban Education, 36, 308-342.
60. Solorzano, D., & Villalpando, O. (1998). Critical race theory, marginality, and the experience of minority students in higher education. In C. Torres & T. Mitchell (Eds.), Emerging issues in the sociology of education: Comparative perspectives (pp. 211-224). New York: SUNY Press.
61. Solorzano, D., & Yosso, T. (2001). Maintaining social justice hopes within academic realities: A Freirean approach to critical race/LatCrit pedagogy. Denver Law Review, 78, 595-621.
62. Takaki, R. (1989). Strangers from a different shore: A history of Asian Americans. New York: Little, Brown.
63. Talavera-Bustillos, V. (1998). Chicana college choice and resistance: An exploratory study of first generation college students. Unpublished doctoral dissertation, University of California, Los Angeles.
64. Tate, W. (1994). From inner city to ivory tower: Does my voice matter in the academy? Urban Education, 29, 245-269.
65. Van Allen, R. (1965). Attitudes and the art of teaching reading. Washington, DC: National Education Association (retrieved from ERIC database, ED 038240).
66. Van Allen, R. (1967). How the language experience works (retrieved from ERIC database, ED 012226).
67. Willis, P. (1977). Learning to labor: How working class kids get working class jobs. New York: Columbia University Press.