Overview & Objective:
Critical Race Theory (CRT) was originally conceptualized in legal scholarship as discourse to expose racism as endemic to daily life in the United States. Since its inception it has expanded into the social sciences, humanities and education as a critique of the functions of race and racism in society. Utilizing an interdisciplinary approach, CRT centers the stories and experiences of People of Color as critical to any discussion of race. Although highly contested due to its contextual and methodological approaches, CRT scholars have attempted to create a space to engage in discourse and praxis to challenge "color-evasive/post-race" rhetoric and policy.
This course explores CRT as an epistemological, methodological, and pedagogical "entry point" to the study of race and racism in P-20 education. Incorporating legal, historical, policy analysis and sociological approaches, this class attempts to deepen a critical race analysis in the examination of educational concerns. Through the incorporation of various segments of critical theory (e.g. post-modern, post-structural, critical feminism, etc.) the class seeks to place CRT in the realm of education for social justice.
Student Learning Outcomes: Students will: 1.
Demonstrate a nuanced understanding of how racial inequities are produced, reproduced, and maintained within and connected to schools; 2.
Study the historical development of the major tenets of Critical Race Theory in education; 3.
Assess the explanatory potential of CRT to define conditions in schools and operate as a transformative tool for racial justice; 4.
Explore how educational policies and practices differentially impact students based on their structural location as People of Color in U.S. society; 5.
Apply CRT, particularly its intersections with other critical theories, to research and present on an area of interest connected to school policy and practice; 6.
Develop habits of critical reflection, analysis, and dialogue to understand issues from multiple perspectives and in their complexity. Selection of Course Texts: 1.
Taylor, E., Gillborn, D., & Ladson-Billings, G. (2015). Foundations of Critical Race Theory in Education (Second Edition). New York: Routledge. 2.
Bell, D. (2005). Silent Covenants: Brown v. Board of Education and the Unfulfilled Hopes for Racial Reform. Oxford: Oxford University Press. 3.
Delgado, R. & Stefancic, J. (2012). Critical Race Theory: An Introduction (Second Edition). New York: New York University Press. 4.
Stovall, D. O. (2016). Born Out of Struggle: Critical Race Theory, School Creation, and the Politics of Interruption. New York: SUNY Press. 5.
Mills, C. (1997). The Racial Contract. New York: Cornell University Press. 6.
Melamed, J. (2011). Represent and Destroy: Rationalizing Violence in the New Racial Capitalism. Minneapolis: University of Minnesota Press. 7.
Bonilla-Silva, E. (2013). Racism without Racists: Color-blind Racism and the Persistence of Racial Inequality in America. Lanham: Rowman & Littlefield
Delgado, R. & Stefancic, J. (2013). Critical Race Theory: The Cutting Edge (Third Edition). Philadelphia: Temple University Press.
Students will be graded/evaluated on the following requirements: 1) 25-30 page research paper on a CRT issue related to education due at the end of the term (40%); 2) a group/paired presentation on the course readings (40%), and 3) class attendance (20%).