Critical Race Theory in Education: All God's Children Got a Song
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Appropriate for both students curious about Critical Race Theory (CRT) and established scholars, Critical Race Theory in Education is a valuable guide to how this theoretical lens can help better understand and seek solutions to educational inequity. While CRT has been established as a vital theoretical framework for understanding the ways race-neutral policies and laws sustain and promote racial inequity, questions around how to engage and use CRT remain. This second edition of Critical Race Theory in Education evaluates the role of CRT in the field of higher education, answering important questions about how we should understand and account for racial disparities in our school systems. Parts I and II trace the roots of CRT from the legal scholarship in which it originated to the educational discourse in which it now resides. A much-anticipated Part III examines contemporary issues in racial discourse and offers all-important practical methods for adopting CRT in the classroom.
else is stuck in my mind—Hurricane Katrina and the aban‑ donment of the people of the Gulf Coast regions, particularly those in New Orleans. Some might say that it makes sense to still carry the images of the Katrina disaster. After all, it was the worst natural disaster to strike the United States. I watched coverage on the BBC (I was in London at the time the hur‑ ricane hit), CNN World and my local news (once I returned to the U.S.). I read newspaper and news magazine accounts. I listened
1996, p. 12). According to Delgado (1996), this paternalistic form of empathy is a common characteristic of white liberals. Duncan argues that the students in his class held this attitude toward the children at the field site. His students “understood their work as helping a group of unfortunate, underprivileged children take advantage of the offerings of a fundamentally just society” (p. 91). Having identified this false empathy as one of the factors blocking stu‑ dents’ reflection, Duncan
The CRT legal literature offers a neces‑ sary critical vocabulary for analyzing and understanding the persistent and pernicious inequity in education that is always already a function of race and racism. Thus, while CRT in education must necessarily grow and develop to become its own entity, there is much support and needed nourishment yet to be gained from the legal roots of CRT. In this way, the direction forward with respect to CRT in education requires, in some sense, a return to the place
of color are involved in the education of their children is critical in districts such as Rockford. Although Rockford’s populations of color continue to increase, the white teachers and administrators of 30 years ago have remained almost the same. The older generations of activists are now the parents and grandparents of the current students who line the hallways of the Rockford public schools. These guardians of the current students can recall their experiences with apartheid schooling and the
be emancipated, even if this meant purchasing their fam‑ ily’s freedom. Some Europeans would also purchase houses for their Creole families, have their children educated in France, and provide for their chil‑ dren financially (Gehman, 1994; Schweninger, 1996). This demonstrates that many of the Europeans indeed loved their Creole families. The system of plaçage was beneficial for Creole women; being involved with an established European male often ensured that both she and her children would be