Literaturnachweis - Detailanzeige
Autor/in | Ward, LaWanda W. M. |
---|---|
Titel | A TribalCrit Sensibility toward Critical Conscious Legal Literacy: Engaging ACPA's Framework for Racial Justice and Decolonization |
Quelle | In: Journal of College Student Development, 61 (2020) 6, S.797-813 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0897-5264 |
Schlagwörter | Social Justice; Racial Bias; Student Personnel Workers; Legal Responsibility; Laws; Indigenous Populations; College Students; American Indians; American Indian Students; Higher Education; Land Settlement; Employment Qualifications; Critical Thinking; Cultural Relevance; Tribes; Indigenous Knowledge; Identification (Psychology) Soziale Gerechtigkeit; Racial discrimination; Rassismus; Strafmündigkeit; Law; Recht; Sinti und Roma; Collegestudent; American Indian; Indianer; Hochschulbildung; Hochschulsystem; Hochschulwesen; Siedlungsraum; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Kritisches Denken; Tribal society; Stammesgesellschaft |
Abstract | I engaged TribalCrit Theory to explore ACPA's Strategic Imperative for Racial Justice and Decolonization as an option to advance the possibilities of critical conscious legal literacy. Critical conscious legal literacy equips student affairs educators to identify colonized logics that undergird law and legal interpretations and to offer anti-racist and equitable solutions. Law is influential and at times foundational in policy creation and implementation, warranting this form of interrogation. Probing questions for self-reflection about law are offered that align with imagining sustainable humanity-affirming educational environments. (As Provided). |
Anmerkungen | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |