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"This article asserts that despite the salience of race in U.S. society, as a topic of scholarly inquiry, it remains untheorized. The article argues for a critical race theoretical perspective in education analogous to that of critical race theory in legal scholarship by developing three propositions" (p. 47).
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The primary purpose of this article was to provide aN in-depth of analysis of how race can be viewed as property, empowering the holders of preferred race with benefits and perks as a result. This conception of race explains why race is such a hard social structure to dismantle.
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The primary purpose is to provide a brief synopsis of Critical Race Theory and discuss some of its' prominent themes. The secondary purpose is to discuss the importance of CRT in regards to our understandings of the citizens in a democracy and its relation to education. Finally, the research seeks to provide some cautionary implications for further research and study.
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The main purpose of Chapter 1 is to give a general overview of Critical Race Theory (CRT), its history, its tenets, and its key focal points. Furthermore, it highlights CRT's relationship to other (sometimes similar) movements and the principal figures (both past and present) who've influenced CRT and its spinoffs. Lastly, it seeks to emphasize the necessity of CRT by asking the question, "How much racism is there in the world?"
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"This article addresses critical race theory as a framework to analyze and challenge racism in curricular structures, processes, and discourses. Racism and its intersections with discrimination based on gender, class, language, and immigration status informs curriculum in both macro and micro ways. [CRT] can be a guide for educators to expose and challenge contemporary forms of racial inequality" (p. 93).
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"Although Critical Race Theory (CRT) originated in the legal arena, its influence has proliferated throughout the social sciences literature. The purpose of this article is to confront the silence on race in schools and to summon scholars in the politics of education to critical analysis of race as an issue in public schools" (p. 68).
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The purpose of this article is to give "systems status" of CRT literature 10 years after the original Ladson-Billings & Tate "Toward a critical race theory of education" conceptualization and publication. Using the criterion set forth by Ladson-Billings & Tate that, "have warned critical race scholars in education against moving too quickly away from the foundation provided by the scholarship in legal studies.
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"In this article, the authors critically synthesize how Critical Race Theory (CRT) as an emerging field of inquiry has been used as a tool of critique and analysis in K-12 education research. The authors point out that CRT has been used as a framework for examining: persistent racial inequities in education, qualitative research methods, pedagogy and practice, the schooling experiences of marginalized students of color, and the efficacy of race-conscious education policy" (p. 257).
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In this article, the authors critically synthesize how Critical Race Theory (CRT) as an emerging field of inquiry has been used as a tool of critique and analysis in K-12 education research.
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"[The article] outline[s] the central tenets of an emerging theory [called] Tribal Critical Race Theory (TribalCrit)... TribalCrit has it roots in Critical Race Theory, Anthropology, Political/Legal Theory, Political Science, American Indian Literatures, Education, and American Indian Studies. This theoretical framework provides a way to address the complicated relationship between American Indians and the United States federal government" (p. 425).
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"What is Critical Race Theory (CRT) and what does it offer educational researchers and practitioners outside the US? This paper addresses these questions by examining the recent history of antiracist research and policy in the UK. In particular, the paper argues that conventional forms of antiracism have proven unable to keep pace with the development of increasingly racist and exclusionary education policies that operate beneath a veneer of professed tolerance and diversity" (p. 1).
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The objective of this study was to use critical race theory as a paradigmatic lens to examine the schooling experiences of African American males in PreK-12 schools. The focus of the study was to shed light on how African American males believe race and racism play as factors in their schooling experiences.
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This essay discusses an academic capitalist knowledge regime (i.e. the increasing engagement of public institutions of higher education in market-based ventures) and the alterations to teacher and student behavior and the learning environment that result. Social justice-oriented university courses are positioned as sites where democratization and contestation of academic capitalism can be waged.
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The primary purpose was to provide an ethnographic account of the social and academic lives of black male students in high school. This article examines the accounts of teachers, students, and administration about marginalization and exclusion of African American students.
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"The purpose of this mixed methods study was to explore the preferences of African American children toward culturally relevant and non-culturally relevant lessons, through a six-week series of lessons in an American History classroom. Critical Race Theory and Racial Identity Development provided the theoretical underpinnings of this study" (p. 279).
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This line of research looks specifically at how Black teachers utilized their teaching as a vehicle through which to challenge social injustice (Johnson, 2000).
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"This article aims to problematize the ways we conceive of and implement the social studies. To do so, I investigate the social studies in K-12 practice through critical theoretical lenses, including critical race theory (CRT), Latino critical theory (LatCrit) and tribal critical theory (TribalCrit). Various practical resources are offered for teachers to bring a deeper level of equity to the practice of the social studies. This article provides possibilities based in both theory and practice."
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"This study explores the impact of reading Huckleberry Finn through the lens of critical race theory for both teacher and students in a racially diverse urban high school environment. Major findings include distinct differences between students of color and white students in their level of teacher trust and their views on reclamation" (p. 244).
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"This article examines the development of Critical Race Theory (CRT) in education, paying attention to how researchers use CRT (and its branches) in the study of K-12 and higher education. The article reviews CRT literature with a focus on CRT scholarship that offers tools to engage with and work against racism within education" (p. 206).
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"The article explores the utility of intersectionality as an aspect of critical race theory (CRT) in education. Drawing on research with Black middle-class parents in England, the article explores the intersecting roles of race, class, and gender in the construction and deployment of dis/ability in education. The author concludes that intersectionality is a vital aspect of understanding race inequity but that racism retains a primacy for critical race scholars in three key ways" (p. 277).
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In this interpretative case study, the researchers examined the beliefs and practices of 10 self-identifying race-conscious social studies teachers. This study adds to the growing research on teaching race in social studies and offers new evidence on how teachers present race and racism differently across school contexts.
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This article uses three tenets of critical race theory to critique the common pattern of teacher education focusing on preparing predominantly White cohorts of teacher candidates for racially and ethnically diverse students. The article argues that much about teacher education can be changed, offering suggestions that derive from these tenets.
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"The purpose of this phenomenological study was to investigate if high school teachers’ teaching philosophies address colorblind ideology and critical race theory to the point that their classroom pedagogy is centered in culturally responsive education. The majority of teachers overlooked race as a persuasive factor in their classroom and none reported any specific trainings provided by the district referencing race and/or culture" (p. ii).
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This article uses Lefebvre's concept of right to the city to create a more racially equitable Kindergarten class. It discusses how teacher and research collaborated to create a greater racial spatial awareness. The goal is to aid teachers and researchers in creating spatial justice in schools.