Unpacking Haitian Students' Racial and Ethnic Ideologies Using Critical Discourse Analysis and Critical Race Theory

• In Event: Roundtable Session 27
  In Roundtable Session: Critical Race Theory as an Analytical Tool

Abstract

This qualitative study is part of a three-year case study of a summer literacy empowerment project for self-identified Haitian and Haitian-American middle school-aged students. The study uses an integration of Critical Discourse Analysis (CDA) and Critical Race Theory (CRT) frameworks to interrogate the ways Haitian students discuss power dynamics in their worlds, as well as how their discourse signals the racial and ethnic ideologies they draw on as black adolescent youth. Using CDA, student journal entries were analyzed to examine student how these students are using language to index, express, and distribute power in their social and schooling experiences. Preliminary results as well as scholarly contributions are discussed.

Authors

• Wideline Seraphin, The Pennsylvania State University

• Rebecca Yvonne Bayeck, The Pennsylvania State University