Black Parents’ Perspectives on Instruction: Racial Realism at a Predominantly White, Independent, Urban Elementary School

2020 ◽  
pp. 004208592091437
Author(s):  
Jane Bolgatz
Keyword(s):  
Elementary School ◽  
Critical Race Theory ◽  
Predominantly White ◽  
Racial Diversity ◽  
Black Parents ◽  
Large Urban Area ◽  
Race Theory ◽  
Multicultural Curriculum ◽  
Urban Elementary School ◽  
Racial Realism

What do Black parents say about the curriculum in a predominantly White independent elementary school in a large urban area? This study explores tensions around topics such as slavery and immigration. While parents did not say they wanted a critical multicultural curriculum, many valued attention to racial diversity. Because parents did not want their children to be hurt or marginalized, however, they used racial realism to navigate the dangers of the environment. There were some differences among parents based on their families’ identity. This article uses critical race theory to analyze the parents’ perceptions and explores implications for schools.

The Globalization of Light Skin Colorism: From Critical Race to Critical Skin Theory

2018 ◽  
Vol 62 (14) ◽  
pp. 2133-2145 ◽  
Author(s):  
Ronald E. Hall
Keyword(s):  
Critical Race Theory ◽  
New World ◽  
Racial Diversity ◽  
World Order ◽  
Critical Race ◽  
New World Order ◽  
Race Theory ◽  
Racial Hierarchy ◽  
Light Skin ◽  
Race Category

On the cusp of Western civilization, Caucasians aspired to a racial world order defining Caucasian as superior race status. Today, racial diversity is a societal theme facilitated by laws, which deems racial equality a right and racial discrimination illegal. Nevertheless, by globalization, a racial world order exists by locating light skin at the zenith of humanity. As pertains to the globalization of light skin, culture and social criteria are most significant considering the demands of a racist racial hierarchy. The existence of such a hierarchy by replacing racism with colorism then necessitates moving beyond race category. Critical race theory (CRT) per light skin as new world order must defer to critical skin theory (CST). Colorism per CST operates identical in manner to racism per CRT. CST must then be elevated to priority over CRT such that the future of humanity may be rescued from the tenacious transgressions of a racist societal past.

Research on Racism in Teacher Education in the United States

2019 ◽  
Author(s):  
Vanessa Dodo Seriki ◽  
Cory T. Brown
Keyword(s):  
United States ◽  
Teacher Education ◽  
Critical Race Theory ◽  
The United States ◽  
Critical Race ◽  
Race Theory ◽  
Education Teacher ◽  
Racial Realism ◽  
Analytical Tools ◽  
Derrick Bell

Racial realism, as posited by Derrick Bell, is a movement that provides a means for black Americans to have their voice and outrage about the racism that they endure heard. Critical race theorists in the United States have come to understand and accept the fact that racial equality is an elusive goal and as such studying education—teacher education in particular—requires the use of analytical tools that allow for the identification and calling out of instances of racism and institutions in which racism is entrenched. The tools for doing such work have not traditionally been a part of teacher education research. However, in 1995 Gloria Ladson-Billings and William F. Tate introduced a tool, critical race theory, to the field of education. Since that time, education scholars have used this theoretical tool to produce research that illuminates the pernicious ways in which racism impacts teacher education in the United States.

scholarly journals The Whiteness of AI

2020 ◽  
Vol 33 (4) ◽  
pp. 685-703 ◽  
Author(s):  
Stephen Cave ◽  
Kanta Dihal
Keyword(s):  
Critical Race Theory ◽  
Predominantly White ◽  
Humanoid Robots ◽  
Critical Race ◽  
Race Theory ◽  
White People ◽  
Intelligent Machines ◽  
Film And Television ◽  
White Racial Frame

Abstract This paper focuses on the fact that AI is predominantly portrayed as white—in colour, ethnicity, or both. We first illustrate the prevalent Whiteness of real and imagined intelligent machines in four categories: humanoid robots, chatbots and virtual assistants, stock images of AI, and portrayals of AI in film and television. We then offer three interpretations of the Whiteness of AI, drawing on critical race theory, particularly the idea of the White racial frame. First, we examine the extent to which this Whiteness might simply reflect the predominantly White milieus from which these artefacts arise. Second, we argue that to imagine machines that are intelligent, professional, or powerful is to imagine White machines because the White racial frame ascribes these attributes predominantly to White people. Third, we argue that AI racialised as White allows for a full erasure of people of colour from the White utopian imaginary. Finally, we examine potential consequences of the racialisation of AI, arguing it could exacerbate bias and misdirect concern.

Overkill: Black Lives and the Spectacle of the Atlanta Cheating Scandal

2017 ◽  
Vol 53 (2) ◽  
pp. 196-211 ◽  
Author(s):  
Camika Royal ◽  
Vanessa Dodo Seriki
Keyword(s):  
Critical Race Theory ◽  
School Reform ◽  
Black Educators ◽  
Critical Race ◽  
Race Theory ◽  
Black Performance ◽  
Racial Realism ◽  
Whiteness As Property

This article examines the 2015 Atlanta cheating scandal trials and sentencing. Using critical race theory, the authors argue that cheating is a natural outgrowth of market-based school reform and that racial realism will always lead to scrutiny of Black performance. The sentences of these Black educators is overkill, rooted in anti-Blackness, and can be best understood as a means of preserving Whiteness as property.

scholarly journals The fear of multiple truths: On teaching about racism in a predominantly white school

2021 ◽  
Vol 102 (5) ◽  
pp. 18-23
Author(s):  
Antony Farag
Keyword(s):  
Critical Race Theory ◽  
Predominantly White ◽  
White Supremacy ◽  
Critical Race ◽  
Race Theory ◽  
Marginalized Communities ◽  
Predominately White ◽  
Current Events ◽  
Elective Course ◽  
White School

In a post-truth world, it is imperative for educators to help students sift through the various views of both historical and current events. Critical race theory (CRT), a controversial theoretical framework directly critiquing white supremacy and incorporating the histories of historically marginalized communities, is a useful tool for helping students develop their own understanding of history and the world. However, research shows that social studies educators of white students are unprepared to use CRT. Antony Farag shares his research into white teachers’ use of CRT and describes what happened when his predominately white school attempted to launch an elective course build on critical race theory.

Microaggressions and Macroaggressions Across Time: The Longitudinal Construction of Inequality in Schools

2019 ◽  
Vol 55 (8-9) ◽  
pp. 1315-1349 ◽  
Author(s):  
Catherine Compton-Lilly
Keyword(s):  
High School ◽  
Middle School ◽  
Elementary School ◽  
Critical Race Theory ◽  
Empirical Research ◽  
Longitudinal Analysis ◽  
Academic Outcomes ◽  
Critical Race ◽  
High Poverty ◽  
Race Theory

This article reveals inequity as a longitudinal construction involving the cumulation of micro/macroaggressions for children who live in high-poverty communities and attend poorly funded schools. Drawing on critical race theory and empirical research that documents forms of micro/macroaggression, a longitudinal analysis is used to identify forms of micro/macroaggression encountered in elementary school, middle school, and high school. A set of mega-aggressions that were particularly severe and had devastating effects on students’ academic outcomes are identified and explored as mega-aggressions. The article concludes by exploring the cumulation of micro/macroaggressions across one student’s school trajectory.

scholarly journals Critical Race Theory: A Content Analysis of the Social Work Literature

2017 ◽  
Vol 9 (1) ◽  
pp. 50
Author(s):  
Erica Campbell
Keyword(s):  
Content Analysis ◽  
Social Work ◽  
Critical Race Theory ◽  
Racial Diversity ◽  
Power Dynamics ◽  
Critical Race ◽  
Race Theory ◽  
Education Practice ◽  
The Social ◽  
Work Education

Critical Race Theory (CRT) is both a theoretical and practical framework, which promotes a space to deeply engage in discourses of race. CRT highlights the importance of conceptualizing race, racism, power dynamics and structural inequalities. Although the social work profession emphasizes the importance of integrating cultural and racial diversity into social work education, practice and research, the integration of CRT within social work will promote racial competency essential for social work professionals. This article reviewed 14 social work peer-reviewed articles exploring the need to integrate Critical Race Theory. 

Critical Race Theory

2012 ◽  
pp. 426-439 ◽  
Author(s):  
Marilyn Y. Byrd
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Social Identity ◽  
Predominantly White ◽  
Critical Race ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Institutional Settings ◽  
Marginalized Groups ◽  
The Social

This chapter is a qualitative, narrative case study that seeks to unveil the social identity diversity of leadership from the perspective a Black woman leader. Social identity diversity is a form of difference that marginalized groups, such as Black women, experience in predominantly White organizational and institutional settings as a result of intersectionality. Social identity diversity creates multiple dynamics for groups such as Black women who hold leadership positions in the aforementioned settings. This study highlights the need for more inclusive and cultural perspectives of leadership, which calls for more inclusive theoretical frameworks that consider the social identity diversity of the leader. Critical race theory is presented as a theoretical framework that is useful for explaining how systems of power sustain domination and oppression in organizational and institutional settings. Implications for an emerging social justice paradigm are given.

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