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Editorial Team:

William A. Smith, University of Utah, USA

Laurence Parker, University of Utah, USA

Overview

Critical race theory is being discredited by politically conservative movements and groups as divisive, racist propaganda. They have promoted a false narrative that Critical Race Theory is intended to blame individual White people for slavery, Jim Crow laws, settler colonialism, and other past racial violence and historical wrongs against racially minoritized groups in the US, UK, Canada, and other nations. These critics ignore the dynamic explainers of systemic racism and the deleterious racialized impact of color-evasive laws and policies on Black, Indigenous, Asian, Latinx, and other racially oppressed people. Instead, they call for a return to an educational system and society that upholds traditional Anglo-Saxon values of greatness, hard work, and "picking yourself up by your bootstraps."  In the US, they support censorship of frank discussions about historical and current racism, as conservative political groups have been actively and sometimes successfully convinced some state legislatures and governors to pass laws banning Critical Race Theory in K-12 and higher education. The UK government declared itself "unequivocally against" the concept. The Equalities Minister stated, "We do not want teachers to teach their white pupils about white privilege and inherited racial guilt." While in Canada, many critics have labeled "Bill 67" (i.e., Racial Equity in the Education System Act) as a direct threat to democratic values. This special issue seeks to establish an international conversation in analyzing the relationship between race, education, health, society, or the law in global or local contexts. Submissions are sought to challenge false assertions designed to fuel White anger at the expense of critical examinations of systemic racial discrimination and white supremacy. Specific attention must be paid to the use of CRT tenets as a means of contributing to the overall discourse and conversations being had.

Potential topics

Potential areas of research and inquiry might include (but are not limited to) the following themes:

• Ability Justice
• Decolonial Approaches
• Educational (in)Equity
• Gender Studies
• Health Psychology
• Historical Essays
• Identity Development
• Counterstories
• Critical Analysis of white privilege
• Dismantling white supremacy
• Medical Sociology
• Identifying & Assessing Microaggressions/Macroaggressions
• Interest Convergence
• Racial Battle Fatigue
• Restorative Justice
• TribalCrit

Submission Information

All submissions must follow the APA (6th ed.) style and be between 6,000 and 8,000 words, including a structured abstract with 5-6 keywords, references, and notes.

Submit through Scholar One at:
http://mc.manuscriptcentral.com/edi.
Author guidelines and format for submitted manuscripts can be found on the journal's website: http://emeraldgrouppublishing.com/products/journals/author_guidelines.htm?id=edi. Please direct any general questions about the special issue to Dr. William A. Smith at Ed-edi@utah.edu.

Close Date: December 31, 2022