Critical Race Studies in Education: Examining a Decade of Research on U.S. Schools

In this article, the authors critically synthesize how Critical Race Theory (CRT) as an emerging field of inquiry has been used as a tool of critique and analysis in K-12 education research. The authors point out that CRT has been used as a framework for examining: persistent racial inequities in education, qualitative research methods, pedagogy and practice, the schooling experiences of marginalized students of color, and the efficacy of race-conscious education policy. The authors explore how these studies have changed the nature of education research and stress the need for further research that critically interrogates race and racism in education.Marvin Lynn is an Assistant Professor of Department of Curriculum & Instruction in University of Maryland, College Park. He completed his B.S., at DePaul University, Chicago, IL, M.A. at Teachers College, Columbia University, New York, NY and Ph.D. at University of California, Los Angeles. He has published articles in the area of Critical Race Theory and education and critical race pedagogy. He has also written a number of articles that explore the work and lives of Black male teachers.Laurence Parker is Professor in the Department of Educational Policy Studies in University of Illinois, Urbana-Champaign. He completed his B.A., at Earlham College, Richmond, IN, M.A. and Ph.D. in University of Illinois at Urbana-Champaign. His current research examines Critical Race Theory and its connection to educational research, policy and practice in the k-12 and post-secondary settings. His research also examines social justice perspectives in educational administration, leadership and policy, particularly with respect to race and social class     

The one-in-ten: quantitative Critical Race Theory and the education of the ‘new (white) oppressed’

ABSTRACT

This paper challenges the notion that quantitative data – as a numeric truth – exist independent of a nation’s political and racial landscape. Utilising large-scale national attainment data, the analysis challenges the belief that ‘White working class’ children in England, especially boys, are ‘the new oppressed’ – as a former equality adviser has publicly claimed. The analysis applies Quantitative Critical Race Theory, or ‘QuantCrit’, an emerging quantitative sub-field of Critical Race Theory in education. The paper argues that far from being ‘oppressed’, White boys continue to enjoy achievement advantages over numerous minoritised groups; especially their peers of Black Caribbean ethnic origin. Additionally, the analysis uniquely exposes racialised trends of ‘equivalency’ in core subject qualifications, whereby minority ethnic children are over-represented in certain lower-status qualifications that are counted as equivalent in education statistics but not in the real world labour market. The analysis concludes that knowing misrepresentations of quantitative data are at the heart of an institutional process through which race and racism are produced, legitimised and perpetuated in education.     

Moving the goalposts: Education policy and 25 years of the Black/White achievement gap

Drawing on a secondary analysis of official statistics, this paper examines the changing scale of the inequality of achievement between White students and their Black British peers who identify their family heritage as Black Caribbean. We examine a 25‐year period from the introduction of the General Certificate of Secondary Education (GCSE), in 1988, to the 20th anniversary of the murder of Stephen Lawrence in 2013. It is the first time that the Black/White gap has been analysed over such a long period. The paper reviews the changing place of the Black/White gap in education debates and notes that, despite periods when race equality has appeared to be high on the political agenda, it has never held a consistent place at the heart of policy. Our findings shed light on how the Black/White gap is directly affected, often in negative ways, by changes in education policy. Specifically, whenever the key benchmark for achievement has been redefined, it has had the effect of restoring historic levels of race inequity; in essence, policy interventions to ‘raise the bar’ by toughening the benchmark have actively widened gaps and served to maintain Black disadvantage. Throughout the entire 25‐year period, White students were always at least one and a half times more likely to attain the dominant benchmark than their Black peers. Our findings highlight the need for a sustained and explicit focus on race inequity in education policy. To date, the negative impacts of policy changes have been much more certain and predictable than occasional attempts to reduce race inequality.     

依附理论及其对中国高等教育研究的影响

依附理论是20世纪50年代兴起的诠释拉丁美洲国家不发达原因的理论总称。随着"依附"外延的扩大,依附理论被引入到中国高等教育研究并产生了积极的影响,如增强了对文化殖民的警觉意识、扩大了研究对象和范围等。但它也产生了消极的影响,如将依附理论简单套用、将少数研究依附问题泛化、将借鉴等同于依附、将中国高等教育研究误认为是依附发展等。因而审视依附理论的发展,厘清依附理论在我国高等教育研究中的应用及其产生的影响具有重要的理论意义和现实意义。     

Disrupting the carceral state through education journey mapping

The School-to-Prison Pipeline is an alarming trend of funneling children of color out of schools and into incarceration. Yet the focus on the Pipeline neglects the ways society is imbued with a commitment to criminalizing unwanted bodies. In this empirical article I foreground a spatial analysis, making connections to the socio-spatial dialectic, exploring the nature of the Pipeline within a carceral state, and establishing who is vulnerable to state violence. Next I frame the work through Disability Critical Race Theory and the methodological tool of Education Journey Mapping, investigating both the social and spatial processes through the dimensions of mapping. Finally I document findings, making visible the socio-spatial education trajectories of incarcerated young women of color. The purpose of this article then, is to explore the social and spatial mechanisms that funneled girls of color with disabilities into the carceral state, and ways the girls resisted the state violence.     

Caregiving as refusal in the academy*

Abstract

Literature on American Indian student support in postsecondary education illustrates the importance of relationality in creating a positive college experience for Native students. That said, much of the literature examining ‘care relationships’ in Indian education focuses on student outcomes, with less attention given to the experiences of practitioners. Thus, the purpose of this paper is twofold. First, the author examines where and how American Indian higher education practitioners learned principles of communal care for supporting Indigenous students in non-Native postsecondary institutions. Second, she explores how these principles act as homesteads of mutuality to love, transform, resist, and enact refusal within the academy. She draws upon the literature on American Indian student support in postsecondary education, which illustrates the importance of relationality in creating a positive college experience for Native students.     

From Desegregation to Privatization: A Critical Race Policy Analysis of School Choice and Educational Opportunity in North Carolina

ABSTRACT

School choice policies and the movement to privatize education have become the currently preferred school reform methods on both the state and federal levels under the guise they will provide equal educational opportunities and access for all students. The 1954 school desegregation decision in Brown v. Board of Education arguably paved the way for equal educational opportunities, including school choice; however, we contend that the present-day school choice and privatization movements may be a part of a larger social, political, and legal cycle of inequality that has established residence in the American educational system for more than a century. We conduct a critical race theory policy analysis using a framework that has been effective in previous work with examining cyclical inequalities, the convergence-divergence-reclamation cycle (or C-D-R cycle). In this article, we are focusing our analysis on the state of North Carolina due to its complex legal and political history with school desegregation and its recent support for various school choice options and privatizing public education. We assert that the push for school choice and privatizing public education in North Carolina demonstrates a broader, recurring problem in American public schools-–creating progressive education laws and policies appearing to promote educational equity and opportunity and then regressing to policies supporting White privilege while maintaining the status quo of inequitable educational opportunities for historically underserved and minoritized students.     

走向多元化的大学教育——从高校推展博雅教育谈起

从解构和消除二元对立的思维范式得以成立的逻辑和判断的立场出发,以当前我国大学教育面临的挑战与机遇为研究对象,深入探讨应试教育和素质教育之间的辩证关系,可以肯定大学教育的发展方向应是多元化的,而博雅教育则是必由之路,它所倡导的大知识观的教育思想是多元思维方式在教育领域的典范,表现出广泛的包容性与创新性。     

实践"三个代表"重要思想,推进高等教育创新

本文从"三个代表"的重要思想出发,对高等教育进行反思,强调在高等教育改革与发展中要自觉实践"三个代表",面对层出不穷的新情况新问题,大力推进高等教育创新,努力开创高等教育工作的新局面.     

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.     

Una Perspectiva Crítica Racial de la Opresión Lingüística Desde el Lente de Voces Chicanas

En este artículo los autores recurren a voces de personajes chicanos para analizar y discutir la opresión lingüística del méxico americano durante las décadas de 1920 a 1960. Utilizando la teoría racial crítica y la teoría latina del racismo (CRT y LatCrit por sus siglas en inglés) los autores hacen referencia específica a pasajes, documentos históricos y piezas de la literatura para argumentar que cuestiones de poder y racismo han impactado la restricción en el uso del idioma español en los Estados Unidos. De manera específica, se hace referencia a los castigos sufrido por varias generaciones de hispanoparlantes.

In this article, the authors analyze and discuss the linguistic oppression faced by Mexican-Americans from the 1920s to the 1960s as narrated by Chicano voices. Critical Race Theory and Latino/a Critical Race Theory permeate the argument that issues of power and racism have impacted the use of Spanish in the United States. This oppression is reflected in historical documents, passages, and segments of Chicano literature. Specifically, the article describes instances of punishment suffered by several generations of Spanish speakers.     

‘They might as well be Black’: the racialization of Sa’moan high school students

This article explores the processes of racialization imposed on Sa’moan youth through policy and practice in one urban, US school district and at one high school in particular. Specifically, I use the methodological practices of defamiliarization and counter‐storytelling to examine the contradictory practices of racialization and the simultaneously oppressive and transformative potentials these practices catalyze. The analysis of this process is framed by the Critical Race Theory concepts of colorblindness and Whiteness as property, which powerfully illustrate how this racialization both disrupts and reifies reigning local and national racial norms and hierarchies.     

美国印第安民族和中国藏族双语教育对比分析

在21世纪飞速发展的社会经济和文化环境中,美国印第安民族和中国藏族面临了相似的机遇与挑战。通过对两个民族双语教育历史的介绍,对比分析了两者采取的双语教育不同政策,不同的教学目的,不同的教学形式,从而提出自己的一些看法,希望能对藏族的双语教育的发展起到一定的推动作用。     

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.     

国际高等教育"依附论"质疑

依附理论认为,在国际高等教育交流过程中,第三世界与工业化国家不仅是依附与被依附的关系,而且这种关系不可能发生改变.从概念使用失当导致"依附"一词难以揭示国际高等教育交流之实质、从经济发展理论迁移到国际教育领域导致理论适用"水土不服"以及立足于西方中心主义的立场而导致依附论观点的客观性和公正性必然受损等三个方面,对"依附论"思想予以商榷和澄清.     

Institutional racism and anti-racism in teacher education: perspectives of teacher educators

This paper focuses on the issue of institutional racism in the Irish education system. Drawing on insights from Critical Race Theory, the views of a sample of teacher educators in the Republic of Ireland were sought in relation to the existence of institutional racism in the Irish post-primary system and the extent to which anti-racism permeates teacher education programmes. Findings suggest the need for a form of deep engagement with anti-racism issues in the education of student teachers and the difficulties of doing so in the current structure of the Postgraduate Diploma in Education.     

基于激励理论的高等职业教育管理分析

在我国高等职业教育管理中,种种问题使教师和学生的积极性、主动性、创造性不能得到充分发挥。通过对高等职业学校教师和学生现状的分析,运用激励理论进一步完善高等职业教育管理,提高教学质量,促进当前职业教育事业的发展。     

美国高等教育数据库建设的经验与启示

高等教育数据库对于高等教育的评估、决策和研究都具有十分重要的意义。美国高等教育在其发展过程中,建立了比较完备的数据库体系。这主要得益于美国联邦教育部、高等教育研究机构与中介组织、各州高等教育行政部门和高校的共同努力、多方投入,以及对信息服务和专业化队伍建设的重视。这些可为我国的高等教育数据库建设提供参考。