2019 Call for Proposals

For 2020 Call for Proposal Click HERE

Conference Theme: 
Claiming CRiT Walking without Intersectionality is White Supremacy

Thank you to everyone who submitted a proposal to our 2019 CRSEA Annual Conference. We had a record number of submissions this year! We thank you for your patience as we ensure each submission receives careful peer review. We expect to have all decisions sent to authors by March 15, and we will have the conference schedule finalized by the end of April.


Our conference theme, Claiming CRiT Walking without Intersectionality is White Supremacy, seeks to invite researchers, activists, educators, practitioners, community members, and youth to situate and push their own work within the epistemological concept of CRiT walking grounded in intersectionality. As Hughes and Giles (2010) argue in their seminal work, “CRiT walking is an effort to connect CRT as a theoretical construct to a livable, observable, teachable process of critical consciousness, knowing and doing. (p. 42).”

Despite the fact that CRiT walking by its nature is intersectional, there are still those that claim use of the concept without engaging intersectionality. Women of Color, through Critical Race Theory and Critical Race Feminism highlight examples of those that claim to engage critical race critical feminism without actually addressing racism and White supremacy. As Crenshaw (1991) made clear in her groundbreaking work on intersectionality, “Although racism and sexism readily intersect in the lives of real people; they seldom do in feminist and antiracist practices” (p. 1242). While Crenshaw’s work has been guiding the intersectional framing of Critical Race studies for decades, we still have much to do in creating meaningful intersectional inquiries that embody what Anzaldúa (2012) called the plural personality where “…nothing is thrust out, the good, the bad, and the ugly, nothing rejected, nothing abandoned. Not only does she sustain contradictions, she returns the ambivalence into something else” (p. 101). If we heed Anzaldúa’s charge as Critical Race scholars, we must grapple with the uncomfortable, the dissonance and recognizing the fallacy of choosing only portions of our identities and live in recognition of our intertwined humanity.

We encourage papers and creative works that provide analyses anchored in an intersectional critical examination applying CRiT walking as an epistemological concept explicitly through the lens of intersectionality. We invite qualitative and quantitative empirical research presentations, performances, and conceptual papers that aim to help explain how education works to disrupt and/or maintain various types of oppression including, but not limited to, racialization, patriarchy, heteronormativity, ableism, islamophobia, linguicism, capitalism, nationalism, and other forms of systematic oppression rampant in society; and most importantly the intersections of these lenses of oppression. As Daniels in Ajluni, T. and Kim, A. (2017) reminds us,“[i]f our feminism doesn’t begin with a critical race analysis, then it fits easily with white supremacy.”  Furthermore, Duong (2012) “argue[s] that intersectional research should adopt a queerworld-making approach that examines how complex and intersecting social categories provide the positive condition for activists and theorists to articulate emergent normative visions of justice, visions that are not captured by treating social science categories as matters of description and representation, but that are nevertheless constitutive of the meaning of the categories themselves” (p. 372). Critical to this call for proposals is the consideration that any attempt to address oppression without a critical race analysis will only serve to embolden the narrative of white supremacy.

Guiding Questions include (but are not limited to):

1.  What ways does/has the claim of CRiT walking without intersectionality impact(ed) students in K -12 spaces? With this question, the committee is excited about a critical race analysis of the K – 12 curricula, and connections to hooks’ (1999) phrase “white supremacist capitalist patriarchy” and the neoliberal K – 12 agenda and who benefits and/or does not benefit from this agenda.

2. In what ways can claiming intersectional CRiT walking enlighten the policies and practices informing the lived experiences of students and persons with diverse abilities?

3. What ways are researchers, community activists and practitioners engaging in pedagogies that employ a critical intersectional approach to teaching, learning, research and organizing? 

4. In connection to the theme, what does claiming intersectional CRiT walking look, sound, feel and smell like in multiple spaces: K-12, higher education and the community, as a few examples of space and place?

5. What philosophies, beliefs, customs, traditions, and visions for the future are central to the criticality of an intersectional analysis of the lived realities of marginalized peoples?

We invite proposals of no more than 500 words directly connected to the call and conference foci. We strongly encourage interactive presentations/creative proposals that identify, uncover, challenge and resist examples of systemic racism/white supremacy in the pursuit of social justice within and surrounding educational, political and community environments.

Please note that due to limited presentation slots, we cannot accept proposals for formats such as panels or symposia. In addition, we will not review submissions from authors whose names appear on more than two (2) research proposals as sole or lead/first-author (if second author or beyond for any proposal and do not plan to present with primary author, then this does not count toward two proposal maximum). We ask that each paper is only submitted to one topic strand. CRSEA will not request for you to submit a full paper prior to the conference, though we hope that your proposal submission will eventually become a publication.

Relevance/importance to this year’s CRSEA Theme: Proposals can address a range of relevant “strands” or “topics” (see below) but should connect broadly to:

Laws, Policies and Legal Discourse: Relevant submissions include discussion, analysis/research of legal documents, decisions and discourse pertaining to education, politics and law. Including, but not limited to topics of erasure and/or discrimination of individuals based on race, immigration, islamophobia, etc.

Imperialism and Colonialism and its Impact on K -12 Youth: Governmental policies and educational policies that are intimately linked around the problematic goal of assimilation.

Youth Resistance and Radicalism (P-20): Relevant submissions include discussion, analysis/research centering the experiential knowledge and voices of youth of color, advancing knowledge of pedagogies of resistance/organizing amongst, and in relation to youth of color in schools, communities, etc.

Community Driven Politics: Relevant submissions include grassroots organizing and political education in various forms.

Spatial Geography’s Role in Racial Realism: Relevant submissions include analysis/research highlighting the various manifestations of racism/white supremacy functioning in different geographical places and spaces; specifically, the consideration of connections amongst a myriad of topics/movements (e.g. coalitions amongst groups such as Black Lives Matter and Indigenous peoples).

Identity and/or Respectability Politics: Relevant submissions include analysis/research that centers Testimonios and Storytelling from a myriad of disciplines/fields and their connection to, and influence on political and/or educational discourse and praxis from various positionalities shaping politics and education.

Political Economies of Higher Education: Relevant submissions include a discussion/analysis of the manifestations, intersections, and nuances of Race, Class, Gender, Sexuality, Language, Ability, Citizenship, etc. within institutions of higher education.

Transformational Politics: Relevant submissions include a discussion/analysis of Teacher Pedagogy and Praxis; interdisciplinary and discipline specific proposals welcomed.

Other Considerations:

Technical Quality: The ideas addressing theory, practices, and/or methods in critical race studies are clear.

Analysis: The proposal clearly demonstrates the author is centering race as primary mode of analysis, with key principles, concepts and methods connected to critical theories of race, including, but not limited to critical race theory. There are clear linkages between the information and the question/topic under consideration.

Innovativeness and Impact: Proposal submitted has the potential to introduce and/or promote the development of new ideas, practices, methods, praxis and/or the acquisition of new skills and knowledge for conference attendees.

NOTE: Accepted proposals can be placed on a panel or roundtable session depending on the number of proposals received within each thematic strand.

NOTE: The body of the proposal should remove all of the author(s) identifying information.

For More Information, contact: Erica R. Dávila, Lewis University [email protected]
2019 Program Co-Chair and CRSEA Vice President



Ajluni, T. and Kim, A. (2017). Kimberlé Crenshaw, critical race theorists discuss white supremacy’s ties to misogyny. Columbia Inspector.  September 28, 2017.

Anzaldúa, G. (2012). Borderlands / La Frontera: The New Mestiza (4th Ed.). San Francisco, CA: Aunt Lute Books.

Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review. V43 n6 (pp1241-1299).

Duong, K. (2012). What Does Queer Theory Teach Us about Intersectionality?. Politics and Gender, V8, (pp. 370-386).

hooks, b. (1999). Talking Back: Thinking Feminist, Thinking Black. Brooklyn, NY: South End Press.

Hughes, R. and Giles, M. (2010). CRiT walking in higher education: activating critical race theory in the academy. Race, Ethnicity and Education. V13 n1 (pp41-57).