A TribalCrit Sensibility toward Critical Conscious Legal Literacy: Engaging ACPA's Framework for Racial Justice and Decolonization

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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01