Book ChapterDOI
Toward a Critical Race Theory of Education.
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TLDR
In this article, the authors map critical race theory (CRT) scholarship in education over the past decade and draw this map with respect to larger conceptual categories of the scholarship on CRT, primarily focusing on the ideas applied from CRT in legal studies.Abstract:
The goal of this chapter goal is to map critical race theory (CRT) scholarship in education over the past decade and draw this map with respect to larger conceptual categories of the scholarship on CRT, primarily focusing on the ideas applied from CRT in legal studies. The chapter focuses primarily on the past 10 years and creates "spatial" markers based on the view of significant features in the literature. Some of these markers are whiteness as property, counternarrative, and interest convergence. Others are newly-represented such as microaggressions, intersectionality, and research methods. From the perspective of far too many students of color in schools, we are STILL not saved. While the chapter outlines several recommendations for CRT scholarship to move forward, perhaps the most important recommendation is to collectively seek to ensure that CRT becomes more than an intellectual movement.read more
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Journal ArticleDOI
Whose culture has capital? A critical race theory discussion of community cultural wealth
TL;DR: The authors conceptualized community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital, shifting the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focusing on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged.
Journal ArticleDOI
Just what is critical race theory and what's it doing in a nice field like education?
TL;DR: Critical race theory (CRT) as discussed by the authors is a counter-legal scholarship to the positivist and liberal legal discourse of civil rights, arguing against the slow pace of racial reform in the United States.
Journal Article
Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students.
TL;DR: Using critical race theory as a framework, the authors provided an examination of racial microaggressions and how they influence the collegiate racial climate using focus group interview data from African American students at three universities.
Journal Article
Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students
TL;DR: Using critical race theory as a framework, this paper provided an examination of racial microaggressions and how they influence the collegiate racial climate using focus group interview data from African American students at three universities.
Journal ArticleDOI
Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework: Chicana and Chicano Students in an Urban Context
TL;DR: Using critical race theory and Latina/Latino critical race theories as a framework, the authors utilizes the methods of qualitative inquiry and counter-storytelling to examine the construct of student resistance.
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Posted Content
Storytelling for Oppositionists and Others: A Plea for Narrative
TL;DR: In this paper, a black lawyer interviews for a position at a top school and is rejected, from several points of view, and explains why it is helpful both to tell and analyze legal stories.
Book
The Alchemy of Race and Rights
TL;DR: The Brass Ring and the Deep Blue Sea as discussed by the authors is a necklace of thoughts on the ideology of style, and it can be seen as a metaphor for the pain of word bondage.
Journal ArticleDOI
Talking About Race, Learning About Racism : The Application of Racial Identity Development Theory in the Classroom
TL;DR: Tatum as discussed by the authors identified three major sources of student resistance to talking about race and learning about racism, as well as some strategies for overcoming this resistance, based on her experience teaching a course on the psychology of racism and an application of racial identity development theory.
Journal ArticleDOI
The Id, the Ego, and Equal Protection: Reckoning with Unconscious Racism
Abstract: It is 1948. I am sitting in a kindergarten classroom at the Dalton School, a fashionable and progressive New York City private school. My parents, both products of a segregated Mississippi school system, have come to New York to attend graduate and professional school. They have enrolled me and my sisters here at Dalton to avoid sending us to the public school in our neighborhood where the vast majority of the students are black and poor. They want us to escape the ravages of segregation, New York style. It is circle time in the five-year old group, and the teacher is reading us a book. As she reads, she passes the book around the circle so that each of us can see the illustrations. The book's title is Little Black Sambo. Looking back, I remember only one part of the story, one illustration: Little Black Sambo is running around a stack of pancakes with a tiger chasing him. He is very black and has a minstrel's white mouth. His hair is tied up in many pigtails, each pigtail tied with a different color ribbon. I have seen the picture before the book reaches my place in the circle. I have heard the teacher read the \"comical\" text describing Sambo's plight and have heard the laughter of my classmates. There is a knot in the pit of my stomach. I feel panic and shame. I do not have the words to articulate my feelings-words like \"stereotype\" and \"stigma\" that might help cathart the shame and place it outside of me where it began. But I am slowly realizing that, as the only black child in the circle, I have some kinship with the tragic and ugly hero of this story-that my classmates are laughing at me as well as at him. I wish I could laugh along with my friends. I wish I could disappear. I am in a vacant lot next to my house with black friends from the neighborhood. We are listening to Amos and Andy on a small radio and laughing uproariously. My father comes out and turns off the radio. He reminds me that he disapproves of this show that pokes fun at Negroes. I feel bad-less from my father's reprimand than from a sense