Critical Race Theory and Education: Racism and anti-racism in educational theory and praxis

What is Critical Race Theory (CRT) and what does it offer educational researchers and practitioners outside the US? This paper addresses these questions by examining the recent history of anti-racist research and policy in the UK. In particular, the paper argues that conventional forms of anti-racism have proven unable to keep pace with the development of increasingly racist and exclusionary education polices that operate beneath a veneer of professed tolerance and diversity. In particular, contemporary anti-racism lacks clear statements of principle and theory that risk reinventing the wheel with each new study; it is increasingly reduced to a meaningless slogan; and it risks appropriation within a reformist “can do” perspective dominated by the de-politicized and managerialist language of school effectiveness and improvement. In contrast, CRT offers a genuinely radical and coherent set of approaches that could revitalize critical research in education across a range of inquiries, not only in self-consciously “multicultural” studies. The paper reviews the developing terrain of CRT in education, identifying its key defining elements and the conceptual tools that characterize the work. CRT in education is a fast-changing and incomplete project but it can no longer be ignored by the academy beyond North America.     

The Mapping of a Framework: Critical Race Theory and TESOL

In this article, I attempt to elucidate some key intersections between critical race theory (CRT) in synthesis with English language learning as a way to examine linguistic and racial identity in English language teaching. I ask: How does critical race theory apply to English language learners when language rather than race is fore-grounded? What aspects of CRT would assist in theorizing the relationship between language and race for teachers of English to speakers of other languages? In looking to CRT to inform and expand critical approaches to English language teaching, I hope to more closely tie English language learning to issues of race as a way to better understand the intersectionality of these identity factors in the educational context of language teaching and learning. Such inquiry could work to broaden teachers’ knowledge of the ways that linguistic and racial membership inform student learning, and raise awareness about the range of perspectives and cultural interpretations that linguistic minorities may hold.     

The Relevance of Critical Race Theory to Educational Theory and Practice

Critical Race Theory (CRT) has its origins in legal analysis but increasingly has been used by educational researchers to analyse the continued salience of institutional racism in educational settings. After providing a brief overview of the history of CRT and the educational issues addressed by critical race theorists, I review two books that explicitly engage critical race theory (CRT). Delgado and Stefancic's (2001) primer on the CRT literature provides an important backdrop for situating Guinier and Torres' (2002) ambitious argument for building grassroots social movements around the concept of political race.     

Gentlemanly Orthodoxy: Critical Race Feminism, Whiteness Theory, and the APA Manual

Although often viewed as burdensome, academic writing guidelines are rarely treated as actively problematic. Even progressive scholars are unlikely to challenge the cultural assumptions or political investments of academic style guides. Yet standards regarding clarity, precision, appropriateness, sensitivity, and objectivity are not politically innocent. In codifying formal guidelines for the presentation of research, academic style manuals reflect and reinscribe the racialized and gendered (among other) power relations characteristic of the academy. Drawing on critical race feminism and whiteness theories, this paper considers how scholarly investments in whiteness and patriarchy organize the influential APA writing guidelines. The present analysis refers specifically to the APA Manual , but similar analyses might apply to aspects of the Chicago and MLA manuals and the Bluebook , among other style guides.     

Racism as Policy: A Critical Race Analysis of Education Reforms in the United States and England

Abstract

Critical race theory (CRT) views education as one of the principal means by which white supremacy is maintained and presented as normal in society. The article applies CRT to two real-world case studies: changes to education statutes in the state of Arizona (USA) and the introduction of a new measure of educational success in England, the English baccalaureate. The analysis highlights the globalized nature of neoliberal education reform and its fundamentally raced and racist character.     

The Race for Class: Reflections on a Critical Raceclass Theory of Education

This article is intended to appraise the insights gained from Critical Race Theory (CRT) in Education. It is particularly interested in CRT's relationship with Marxist discourse, which falls under two questions. One, how does CRT understand Marxist concepts, such as capital, which show up in the way CRT appropriates them? The article argues that Marxist concepts, such as historical classes, class-for-itself, are useful for race analysis as it sets parameters around the conceptual use of historical races and a race-for-itself. Two, how does CRT understand the role of capitalism, therefore shedding light on its position regarding the class problem? It is no doubt attentive to class power, but this is not the same as performing an immanent critique of capitalism. As a result, within CRT class achieves a color whereby class becomes a variant of race, better known as classism. Race becomes the theory with class vocabulary superimposed on it. Last, I suggest areas where CRT could combine with Marxism in order to forge a Critical Raceclass Theory of Education.     

Critical Race Theory and Counselor Education Pedagogy: Creating Equitable Training

Infusing critical race theory, the authors discuss specific pedagogical strategies to enhance educational experiences of counselor trainees. The authors then provide an evaluative checklist to facilitate and evaluate curricular integration of critical race theory.     

种族批判法学的后现代性分析

美国的种族批判法学是20世纪80年代后期从批判法律研究运动中分离出来的一股新的法学思潮。种族批判法学的后现代性主要体现在其法律实体观和法学方法论两个方面。具体说来，体现在种族批判法学概念的多元性、种族批判法学对法律中立性的质疑以及种族批判法学的方法论等几个方面。     

Race as a Durable and Shifting Idea: How Black Millennial Preservice Teachers Understand Race,Racism, and Teaching

The rapidly changing landscape of 21st-century education has sparked intense conversations around the need for a more racially and ethnically diverse PK–12 teacher population. Drawing from critical race theory and racial formation, I describe findings from a qualitative case study that examined how a group of black millennial preservice teachers understand race and racism. Findings from the study illuminate that race and racism continue to hold relevance for the participants, even as they recognized generational differences in how these issues operate in past and present social relations. Additionally, as the participants express both sophisticated and simplistic understandings about racism, social media and university spaces allow students to expand their knowledge about race and racism.     

美国教育批判种族理论的研究综述

20世纪90年代,美国阶级斗争相对缓和,种族问题日渐显现出来.在此背景下,美国教育理论界应运而生出教育批判种族理论.本文通过文献分析,从概念、起源与发展历程、主要观点等角度对这一理论进行深入探讨与评价.     

Critical Race Theory and the Transfer Function: Introducing a Transfer Receptive Culture

In California, the majority of students of color who enter postsecondary education do so in the community colleges. However large numbers of them leave and do not transfer to four-year institutions; in particular to highly selective public four-year colleges and universities. By using the theoretical perspective of critical race theory, transfer can be seen as a dual commitment between both the sending and receiving institution as we put forth the conceptual framework of a “transfer receptive culture.” We define a transfer receptive culture as an institutional commitment by a four-year college or university to provide the support needed for students to transfer successfully—that is, to navigate the community college, take the appropriate coursework, apply, enroll, and successfully earn a baccalaureate degree in a timely manner. We outline five elements, informed by critical race theory, that are necessary to establish a transfer receptive culture and outline specific strategies within each element that practioners can employ on their home campuses.     

Asian Pacific Americans and Critical Race Theory: An Examination of School Racial Climate

We attempt to answer where the social justice is in service-learning by probing what it is, how it looks in the process of being institutionalized at a Jesuit university, and why it is important. We develop themes about institutionalizing service-learning from a social justice perspective. Our themes were developed through an analysis of service-learning research focused on institutionalization and social justice, and a case study of a Jesuit university attempting to institutionalize it, including five faculty action research service-learning projects. From these themes, we share lessons that we learned from this experience.     

Reimagining Critical Race Theory in Education: Mental Health,Healing, and the Pathway to Liberatory Praxis

Long‐standing theoretical education frameworks and methodologies have failed to provide space for the role mental health can play in mediating educational consequences. To illustrate the need for such space, Ebony McGee and David Stovall highlight the voices of black undergraduates they have served in the capacities of teacher, researcher, and mentor. Building from the theoretical contributions of intellectual giants like Frantz Fanon and W. E. B. Du Bois, the authors attempt to connect oppressive social systems to the psyche of the oppressed in a way that is relevant to black students. McGee and Stovall pose a challenge to the current research trend of attributing the survival of black students at traditionally white institutions primarily to grit, perseverance, and mental toughness, noting that research on the aforementioned qualities often fails to properly acknowledge multiple forms of suffering. Utilizing the lens of Critical Race Theory (CRT), the authors also challenge the construct of grit to consider the extent to which the mental health concerns of black students go undetected. Although critical race theorists have unmasked and attacked the racial trauma experienced at all levels of the educational system, the connection of CRT to mental health and wellness research is in its embryonic stages. For these reasons, McGee and Stovall argue that CRT scholars need to incorporate praxis to address mental health and wellness in order to address a fuller spectrum of black students' racialized worlds. Ultimately, they seek interdisciplinary perspectives that can help identify and foster strategies to support black students in the project and process of healing from multiple forms of racialized trauma they experience within and beyond their educational encounters.     

Critical Race Theory,Hip Hop,and Huck Finn: Narrative Inquiry in a High School English Classroom

This study explores the impact of reading Huckleberry Finn through the lens of critical race theory for both teacher and students in a racially diverse urban high school environment. The teacher/researcher used narrative inquiry and creative non-fiction to examine student language usage, white privilege (including her own), and student reaction to the novel in a collaborative qualitative study. Major findings include distinct differences between students of color and white students in their level of teacher trust and their views on reclamation.     

Increasing the Depth of Field: Critical Race Theory and Photovoice as Counter Storytelling Praxis

Thru the Lenz was a youth participatory action project in which a group of urban high school students explored their lives and communities through art, photography, and narrative. Drawing on data from Thru the Lenz, I deploy CRT to reimagine the research space as a place for counter storytelling. Majoritarian stories are stories that invoke and perpetuate white privilege, are based on racist ideology, are pervasive and are told by whites as well as people of color (Solórzano and Yosso in Qual Inq 8:23–44, 2002a). Counter stories are a method and a tool that enable a deeper understanding of the stories the youth co-constructed though their photos and narratives and also challenge the majoritarian stories told about them, their school, and community (Solórzano and Yosso in Qual Inq 8:23–44, 2002a). Specifically, I present the research praxis organized in the form of an emerging counter story based on two key themes: good community and successful school. When constructed using a CRT framework, the students’ stories about their educational experiences provide a strong critique of neoliberal education reform. I conclude with a discussion of the tensions and challenges of engaging in counter story as critical, emancipatory praxis that elucidates the linkages of personal experiences and macro policies (Stovall in Race Ethn Educ 9:243–259, 2006).     

批评性话语分析评述

本文从枇评性话语分析起源、理论发展、研究的原则、内容及所取得的成就和新动态等方面加以概括, 以帮助人们了解批评话语分析研究进展与前沿,以便针对性地进行相关学术研究.