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In summary, critical race theory provides an analytical tool that deepens our understanding of the educational barriers people of color face.
Critical race theory in education: All God's children got a song (pp.
Montoya, Celebrating Racialized Legal Narratives, in CROSSROADS, DIRECTIONS, AND A NEW CRITICAL RACE THEORY 243, 243-49 (Francisco Valdes et al.
5) This Article examines the phenomenon of the race/ethnic-specific organization in the law school context, specifically analyzing law student perceptions of these groups and then interpreting them through a framework of privilege, (6) as outlined by Stephanie Wildman and others, and broader Critical Race Theory.
First developed and applied within legal studies, Critical Race Theory (CRT) and Latina/o Critical Race (LatCrit) theory have increasingly gained traction within educational research as scholars have sought to better understand the role of race, racism, and racialization in the educational experiences and outcomes for communities of color (Dixson & Rousseau, 2006; Irizarry, 2011; Ladson-Billings & Tate, 1995; Lynn, 1999; Milner, 2008; Solorzano, 1998).
critical race theory sees the official school curriculum as a culturally-specific artifact designed to maintain a White supremacist master script.
Her academic interests include anti-colonial approaches to critical mixed race theory, neoliberalism and race in the academy, and critical journalism and racialized representations.
The findings presented here make a strong case for attending to issues of race, racism, and critical race theory in ELT and teacher education programs.
In a sense race theory and Celticism are negative and positive approaches to a similar idea--that of race, now generally discredited.
Informed by critical race theory, critical pedagogy, and narratology, the authors expose how Whiteness as ideology functions in academia, denying equity to racialized faculty and students.
In this article we propose the introduction of critical race theory (CRT) as a paradigm to critique and enhance the manner in which the subject of diversity is conceptualized and implemented in social work curricula, in the classroom, in the institutions, and in the construction and application of a research method or question.