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.     

Toward a Tribal Critical Race Theory in Education

In this article, I outline the central tenets of an emerging theory that I call Tribal Critical Race Theory (TribalCrit) to more completely address the issues of Indigenous Peoples in the United States. TribalCrit has it roots in Critical Race Theory, Anthropology, Political/Legal Theory, Political Science, American Indian Literatures, Education, and American Indian Studies. This theoretical framework provides a way to address the complicated relationship between American Indians and the United States federal government and begin to make sense of American Indians’ liminality as both racial and legal/political groups and individuals. Bryan McKinley Jones Brayboy is an Assistant Professor in the University of Utah.     

Negotiating the Contested Terrain of Equity-Focused Change Efforts in Schools: Critical Race Theory as a Leadership Framework for Creating More Equitable Schools

Educational leaders attempting to enact equity-focused change in their schools are frequently met with fierce opposition by politically powerful parents whose children are well served by the status quo. The purpose of this conceptual article is to: (a) explore the utility of Critical Race Theory as a framework for helping K-12 school leaders anticipate and make sense of resistance to change efforts aimed at creating greater educational equity for underserved students, and (b) suggest ways that school leaders can more effectively engage in equity reforms in their schools. To do this, we examine a highly contested public debate over a recent equity-focused change effort at Berkeley High School (BHS)—a large, racially and socioeconomically diverse public school in Northern California. Using the events at BHS as an example, we argue that change efforts could be undertaken more effectively by: (a) identifying and addressing the underlying property interests up front, (b) anticipating how majoritarian narratives rooted in “colorblindness” and deficit thinking would be employed as a means for obscuring and maintaining unequal access to scarce resources, and (c) focusing on specific areas of interest convergence.     

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 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.     

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).     

Participatory Action Research and Critical Race Theory: Fueling Spaces for Nos-otras to Research

Drawing on the intersections of a justice oriented participatory action research and critical race theory, this essay explores the possibilities for research embedded in the theoretical, ethical and methodological overlaps between the two. Using the Echoes project as a case study, a participatory collective of intentionally diverse youth from New York and New Jersey brought together in the long shadow of Brown, to document and perform educational injustice in their schools, the essay asks social scientists what it means to engage research that takes seriously the idea of mutual implication, or what Anzaldúa (Borderlands/La Frontera, The New Mestiza, 1999) calls nos-otras—whereby research is designed to seek knowledge at the nexus of everyday lived experience and intricate social systems; to ask questions that allow individuals to hold multiple, even opposing, identities; to provoke analyses that requires historical re-memory; to destabilize naturalized power hierarchies. Research that calls for socially engaged questions that demand to be answered collectively through research and action.

Efficient Social Justice: How Critical Race Theory Research can Inform Social Movement Strategy Development

Critical Race Theory (CRT) scholars in Education, like activists, are intent on dismantling racism in education (and society at large), and often do so by engaging the problem of racial injustice through social science research. CRT research creates a wealth of awareness about how racism functions, and as a result, inspires social agency to create a more just society. This conceptual piece explores how CRT research, when joined with the efforts of activists, is even more potent with capacity to realize social justice. In the paper, the tenets of CRT in Education are outlined, and serve as the foundation of a model that reveal how each tenet can shape research designs, that inform decision making in social movement strategy development. The model is inspired by the author’s personal experiences with combining CRT research with social movement strategy development, and is intended to serve as an impetus for increased dialogue about how CRT social science research, particularly in Education, can support activists’ goals to dismantle racism.     

The 39th Annual TESOL Convention and Exhibit(TESOL 2005)

The 39th Annual TESOL Convention and Exhibit will be held at the Henry B.Gonzalez Convention Center,San Anto- nio,Texas USA.Join TESOL in San Antonio for an opportu- nity to learn with more than 7,000 English language teaching professionals representing more than 113 countries.More than 800 concurrent sessions and 200 publisher/exhibitor sessions will provide TESOL professionals with opportunities to learn     

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.     

技术的生态学批判:从理论到实践

当代西方的技术批判理论可以分为两类,一类是社会学的技术批判理论,另一类是生态学的技术批判理论,生态不的技术批判理论肇始于对近代以来人与自然关系的反思,经历了一个从学学院式反思到走向社会政治实践的历程,在当今还在发挥着重要的作用。     

批评语篇分析的理论框架及实例分析

在信息全球化的当今,提高学生的批评语言意识显得越来越重要。批评语言分析的原则和理论框架研究也相应完善。语篇的分类系统、及物系统、情态系统和转换四个方面可以揭示语言形式在语篇中具有的意识形态意义,运用实例详细阐述了该理论框架在英语教学中的应用。     

The 39th Annual TESOL Convention and Exhibit(TESOL 2005)

The 39th Annual TESOL Convention and Exhibit will be held at the Henry B.Gonzalez Convention Center,San Anto- nio,Texas USA.Join TESOL in San Antonio for an opportu- nity to learn with more than 7,000 English language teaching professionals representing more than 113 countries.More than 800 concurrent sessions and 200 publisher/exhibitor sessions will provide TESOL professionals with opportunities to learn     

Critical Race Theory Meets the NYPD: An Assessment of Anti-Racist Pedagogy for Police in New York City

This research describes and assesses Critical Race Theory (CRT) pedagogy in a higher education ethnic studies course for police officers. CRT pedagogy aims to help students overcome “color-blind” thinking, which minimizes awareness of racism, by raising their critical understanding of racism and framing it as a pervasive and institutionalized reality that everyone has a responsibility to change. Using the Color Blind Racial Awareness (COBRA) Scale, critical awareness in three cluster areas, white privilege, institutional discrimination, and blatant racism, is measured among those completing the ethnic studies course and a comparison group of officers completing a different college course for police. Conclusions reflect on the impact of the course on students’ awareness of racism, the correlation of identity and awareness of racism, the hypothetical impact of such awareness in policing and possibilities for future research.     

话语分析的哲学基础:建构主义和批判理论

话语分析既是一种研究立场,也是一种学科研究方法,已经取得了快速发展。然而,话语分析本身的发展依然存在着很多缺陷,例如:话语分析的研究方法、主要任务以及理论框架依然存在多元化的认识,尤其是话语分析的哲学基础这一问题仍然没有达成统一的共识。追根溯源,话语分析的发展不可避免地受到众多哲学思潮的影响,其中影响较大的哲学流派主要有建构主义和批判理论,话语分析的发展正是深刻地打上这两种哲学思潮的烙印。