Dealing With the Elephant in the Classroom

2021 ◽  
pp. 1282-1295
Author(s):  
Ronald William Whitaker II ◽  
Angela Campbell ◽  
Jeramie Iannelli
Keyword(s):  
Critical Race Theory ◽  
Service Learning ◽  
Graduate Education ◽  
Students Of Color ◽  
White Privilege ◽  
Educational Experiences ◽  
Critical Race ◽  
Race And Racism ◽  
Race Theory ◽  
Education And Society

In his classic book titled Race Matters, West courageously deals with issues of race and racism in an unapologetic manner. In this chapter, the authors also unapologetically deal with issues of race and racism within the context of education and society. Specifically, the authors highlight a graduate education course within their institution that compels both students and professors to be vulnerable and truthful about race, racism, diversity, equity, systemic inequalities, and White privilege through service learning. The authors argue that his approach is necessary give the fact that historically, the aforementioned has impacted the educational experiences for students of Color, but in particular, Black and Brown children. The authors explore this work through critical race theory. The authors conclude the chapter with implications for practice.

Dealing With the Elephant in the Classroom

2018 ◽  
pp. 242-255
Author(s):  
Ronald William Whitaker II ◽  
Angela Campbell ◽  
Jeramie Iannelli
Keyword(s):  
Critical Race Theory ◽  
Service Learning ◽  
Graduate Education ◽  
Students Of Color ◽  
White Privilege ◽  
Educational Experiences ◽  
Critical Race ◽  
Race And Racism ◽  
Race Theory ◽  
Education And Society

In his classic book titled Race Matters, West courageously deals with issues of race and racism in an unapologetic manner. In this chapter, the authors also unapologetically deal with issues of race and racism within the context of education and society. Specifically, the authors highlight a graduate education course within their institution that compels both students and professors to be vulnerable and truthful about race, racism, diversity, equity, systemic inequalities, and White privilege through service learning. The authors argue that his approach is necessary give the fact that historically, the aforementioned has impacted the educational experiences for students of Color, but in particular, Black and Brown children. The authors explore this work through critical race theory. The authors conclude the chapter with implications for practice.

A Divergence of Interests: Critical Race Theory and White Privilege Pedagogy

2020 ◽  
Vol 122 (1) ◽  
pp. 1-24
Author(s):  
Ryan M. Crowley ◽  
William L. Smith
Keyword(s):  
Teacher Education ◽  
Critical Race Theory ◽  
Students Of Color ◽  
White Privilege ◽  
Teacher Educators ◽  
Research Question ◽  
Critical Race ◽  
Race Theory ◽  
Long Term Impact ◽  
K 12

Background/Context Informed by the increasing racial disparity between the nation's predominantly White teaching force and the growing number of students of color in K–12 schools, along with the well-documented struggles that White teachers have in exploring race and racial identity, the authors critique the use of White privilege pedagogy as a strategy for promoting antiracist dispositions in White pre-service teachers. Purpose/Objective/Research Question/Focus of Study By deploying several concepts central to critical race theory, as well as critiques that note the shortcomings of past attempts at racial reform (Brown v. Board of Education, Voting Rights Act), the authors investigate the effectiveness of White privilege pedagogy within the teacher education setting. Research Design To construct our conceptual critique of White privilege pedagogy within teacher education, we reviewed the extant literature that discussed the range of shortcomings to this pedagogical approach. To create a more historical and structural critique, we demonstrated how the tenets of White privilege pedagogy conflicted with key principles of critical race theory and with lessons from past racial remedies. We contend that White privilege pedagogy arises from a racial liberalist worldview and requires an untenable convergence of interests that limits its long-term impact. We parallel our critiques of White privilege pedagogy with arguments used by critical race scholars to explain the limited impact of previous efforts at racial reform. Conclusions/Recommendations The authors urge teacher educators to move away from the individualized and over-essentialized representations of racism inherent to White privilege pedagogy in favor of historical, structural, and intersectional discussions of race, racism, and the construction of White privilege.

scholarly journals I Can’t Be Racist—I Teach in an Urban School, and I’m a Nice White Lady!

2018 ◽  
Vol 8 (3) ◽  
pp. 1
Author(s):  
Lisa A. Miller ◽  
Victor W. Harris
Keyword(s):  
Critical Race Theory ◽  
Students Of Color ◽  
Racial Attitudes ◽  
White Privilege ◽  
Urban School ◽  
Attitudes And Beliefs ◽  
Critical Race ◽  
White Educators ◽  
Race Theory ◽  
White Allies

This paper examines, through the lens of critical race theory (CRT), beliefs often asserted by self-described,open-minded white educators about their students of color. While these teachers may perceive themselves as liberaland inclusive, their interactions with students of color are shrouded by white privilege which can be disenfranchisingto students of color. By countering these ascribed beliefs with research, theory, and qualitative experiences, theauthors aim to expose how white privilege manifests within the typical classroom and to invite all white educators toexamine their racial attitudes and beliefs. Using CRT, the authors* make recommendations for strategies to developwhite teachers into white allies.

It’s Deeper Than That!: Restorative Justice and the Challenge of Racial Reflexivity in White-led Schools

2021 ◽  
pp. 004208592199841
Author(s):  
Arthur Romano ◽  
Rochelle Arms Almengor
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Restorative Justice ◽  
Case Studies ◽  
Students Of Color ◽  
White Privilege ◽  
Critical Reflection ◽  
White Led ◽  
Race Theory ◽  
Systemic Racism

This paper uses critical race theory to analyze several case studies focused on the experiences of two restorative justice coordinators (RJCs), both Black women and how they understood and responded to perceived racial injustices in urban schools with white leadership. These schools were attempting to address unequal disciplinary practices toward students of color through restorative justice and the RJCs adapted their approaches to addressing racialized dynamics while also developing school-wide networks to foster broader critical reflection on race. They navigated the risks of challenging white privilege and systemic racism both of which at times limited their attempts at influencing change.

Advancing Research Within Asian American Psychology Using Asian Critical Race Theory and an Asian Americanist Perspective

2021 ◽  
pp. 002216782110627
Author(s):  
Hyung Chol Yoo ◽  
Abigail K. Gabriel ◽  
Sumie Okazaki
Keyword(s):  
Critical Race Theory ◽  
Asian Americans ◽  
Asian American ◽  
Current Theory ◽  
Future Research ◽  
Critical Race ◽  
Race And Racism ◽  
Race Theory ◽  
American Psychology ◽  
History Of

Research within Asian American psychology continually grows to include a range of topics that expand on the heterogeneity, hybridity, and multiplicity of the Asian American psychological experience. Still, research focused on distinct racialization and psychological processes of Asians in America is limited. To advance scientific knowledge on the study of race and racism in the lives of Asian Americans, we draw on Asian critical race theory and an Asian Americanist perspective that emphasizes the unique history of oppression, resilience, and resistance among Asian Americans. First, we discuss the rationale and significance of applying Asian critical race theory to Asian American psychology. Second, we review the racialized history of Asians in America, including the dissemination of essentialist stereotypes (e.g., perpetual foreigner, model minority, and sexual deviants) and the political formation of an Asian American racial identity beginning in the late 1960s. We emphasize that this history is inextricably linked to how race and racism is understood and studied today in Asian American psychology. Finally, we discuss the implications of Asian critical race theory and an Asian Americanist perspective to research within Asian American psychology and conclude with suggestions for future research to advance current theory and methodology.

The Every Student Succeeds Act and Multicultural Education: A Critical Race Theory Analysis

2018 ◽  
Vol 120 (13) ◽  
pp. 1-18
Author(s):  
Floyd D. Beachum
Keyword(s):  
No Child Left Behind ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Students Of Color ◽  
Urban Areas ◽  
The United States ◽  
Critical Race ◽  
Race Theory ◽  
Policy Makers ◽  
Every Student Succeeds Act

The Every Student Succeeds Act (ESSA) is now the educational law of the land. It replaced and revised what was known as No Child Left Behind (NCLB). ESSA represents a movement from more federal oversight to more state and local control. Although this transitional time period is one of great potential and excitement, educators and policy makers might also want to remain cautious. This next educational era of ESSA is still plagued by the problems of the past era. Teachers and administrators are still struggling to turn around low-performing schools in many U.S. urban areas; many urban educational issues, like high-dropout rates, gang influence, and low student engagement, are still inextricably linked to the socioeconomic problems that exist in local communities. This analysis first seeks to explain the purpose of ESSA. It then outlines the current plight of many students of color in the United States. Next, critical race theory is used to contextualize and categorize persistent problems that face the implementation of ESSA for these students of color. Finally, the author proposes ways to address the stated problems for school leaders and policy makers.

scholarly journals Critical Race Theory: Disruption in Teacher Education Pedagogy

2020 ◽  
Vol 3 (1) ◽  
pp. 52-71
Author(s):  
Andrea N Smith
Keyword(s):  
Teacher Education ◽  
Critical Race Theory ◽  
Pedagogical Practices ◽  
Teacher Preparation Program ◽  
Teacher Education Programs ◽  
Critical Race ◽  
Race And Racism ◽  
Education Programs ◽  
Race Theory ◽  
12Th Grade

Teacher education programs are charged with preparing teacher candidates to successfully educate student populations that are more racially and culturally diverse than ever. However, a look at graduation rates among teacher education programs proves that the majority still produce, on average, a teaching force that is 80% White, although White students make up less than 49% the total Kindergarten-12th grade public school population (U.S. Department of Education, 2016). Absent from the dialogue on diversity in teacher education is a discussion on how race and racism are institutionalized and maintained within such programs (Sleeter, 2016). In this article, the use of Critical Race Theory (CRT) offers tools to examine the role of race and racism in teacher education. I further consider the role CRT can play in the disruption of postsecondary rhetoric about teacher education programs. Focus is placed on my own experiences in a Teaching Internship Seminar course when applying the structures of CRT to encourage conversations on disruptive practices that facilitate social justice in a course within a teacher preparation program. The tenets of interest convergence and permanence of racism are examined in the context of course development as pedagogical practices that disrupt normative patterns in teacher education. I conclude by envisioning how faculty in teacher education programs might address these challenges in such a way that offers suggestions derived from these tenets.

scholarly journals Not White Saviors, but Critical Scholars

2022 ◽  
pp. 246-262
Author(s):  
Angela Marie Novak
Keyword(s):  
Critical Race Theory ◽  
White Students ◽  
Students Of Color ◽  
Gifted Education ◽  
White Supremacy ◽  
Critical Race Studies ◽  
Critical Race ◽  
Race And Racism ◽  
Systemic Racism ◽  
Policies And Procedures

Gifted Black and Brown students are not voiceless; their voices are suffocated under the knee of systemic racism and white supremacy. This chapter proposes that the field of gifted education advocates for needed structural and systemic change through the discourse of critical race theory. A model of gifted critical race studies (GTCrit) is presented and described as both a way to understand race and racism in gifted education and to drive social change. GTCrit theorizes about the ways in which race, racism, ability, potentiality, and deficit ideology are built into daily interactions and discourses, informal and formal policies and procedures, and systems and structures of education, which disproportionately impact students of color qualitatively differently than white students.

scholarly journals The COVID States Project #73: American Attitudes Toward Critical Race Theory

2021 ◽  
Author(s):  
Alauna Safarpour ◽  
David Lazer ◽  
Jennifer Lin ◽  
Caroline H Pippert ◽  
James Druckman ◽  
...  
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Psychological Needs ◽  
Critical Race ◽  
Dominant Group ◽  
Race And Racism ◽  
Race Theory ◽  
Executive Orders ◽  
Cable News ◽  
Socially Constructed

In a few short years, the scholarly approach known as Critical Race Theory (CRT) went from a relatively obscure academic framework to the new front in the American culture wars. CRT has made its way to the front pages of newspapers, cable news show’s primetime specials, Presidential executive orders, and a slate of laws and regulations dictating how history can be taught in public schools. Critical Race Theory1 is an academic movement of scholars who investigate and seek to change the existing power dynamic between race and racism in society.CRT began in the 1970s among legal scholars and has since influenced other fields such as sociology, education, and ethnic studies. CRT consists of several basic tenants or themes, although substantial individual variation exists across scholars. Among these is the notion that race is socially constructed (there is no biological basis for what we think of as race), the idea that racism is normalized as part of everyday society (it is entrenched in modern institutions and policies and can be difficult to combat), and the idea that the dominant group have little incentive to eliminate racism because the current racial hierarchy serves important material and psychological needs. Other themes in CRT include the idea of intersectionality which argues that belonging to multiple oppressed groups is a distinctive experience that is more than just the sum of its parts.

Critical Race Theory and Children’s Rights

2020 ◽  
pp. 137-157
Author(s):  
Natsu Taylor Saito ◽  
Akilah J. Kinnison
Keyword(s):  
Critical Race Theory ◽  
International Law ◽  
Children's Rights ◽  
Self Determination ◽  
Children’S Rights ◽  
Critical Race ◽  
Race And Racism ◽  
Race Theory ◽  
The Us ◽  
The Right

Racialized privilege and subordination impact children’s rights in many ways. This chapter begins with an overview of critical race theory (CRT), a framework that has been used primarily to assess the roles played by race and racism in the US legal system. It then summarizes key provisions of international law that prohibit racial discrimination and protect the right of all peoples to self-determination, focusing on how these norms impact children’s rights. Noting the importance of addressing the intersection of race and rights, this chapter suggests that the application of CRT principles could enhance the recognition of children’s rights in international law.

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