Handbook of Critical Race Theory in Education

1. Auflage 2013
ISBN: 978-0-415-89995-6
Verlag: Taylor & Francis Ltd

Buch, Englisch, 384 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 930 g

This handbook illustrates how education scholars employ Critical Race Theory (CRT) as a framework to bring attention to issues of race and racism in education. It is the first authoritative reference work to provide a truly comprehensive description and analysis of the topic, from the defining conceptual principles of CRT in the Law that gave shape to its radical underpinnings to the political and social implications of the field today. It is divided into three sections, covering innovations in educational research, policy and practice in both schools and in higher education, and the increasing interdisciplinary nature of critical race research. With28newly commissioned pieces written by the most renowned scholars in the field, this handbook provides the definitive statement on the state of critical race theory in education and on its possibilities for the future.

Autoren/Hrsg.

Lynn, Marvin

Dixson, Adrienne D.

Fachgebiete

• Sozialwissenschaften Ethnologie | Volkskunde Volkskunde
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

TABLE OF CONTENTS
Section IThe Genealogy of Critical Race Theory and Critical Race Theory in Education
1The History and Conceptual Elements of Critical Race TheoryKevin Brown and Darrell D. Jackson
2Discerning Critical MomentsRichard Delgado & Jean Stefancic
3Critical Race Theory—What it is notGloria Ladson-Billings
4Critical Race Theory’s Intellectual Roots in Ethnic Studies and Freirean EducationDaniel G. Solórzano
5On the Origins of Critical Race Studies in Education: W.E.B. Du Bois’s Classical Critical Race Theory and Critique of Epistemic Apartheid Reiland Rabaka
6Tribal Critical Race Theory: An Origin Story and Future DirectionsBryan McKinley Jones Brayboy
7Origins of and Connections to Social Justice in Critical Race Theory in EducationThandeka K. Chapman
8Doing Class in Critical Race Analysis in EducationMichael J. Dumas
SECTION IIIntersectional and Interdisciplinary Methods to Challenging Majoritarian Policies and Stock Stories in Education9The Policy of Inequity: using CRT to unmask white supremacy in Education PolicyDavid Gillborn
10Educational Policy Contradictions: A LatCrit perspective onUndocumented Latino StudentsNereida Oliva, Judith C. Pérez and Laurence Parker
11Badges of Inferiority: The Racialization of Achievement in U.S. EducationSonya Douglass Horsford and Tanetha J. Grosland
12The Racialization of South Asian Americans in a Post-911 EraBinaya Subedi
13Blurring the Boundaries: the Mechanics of Creating Composite CharactersDaniella Ann Cook
14Education as the Property of Whites: African Americans Continued Quest for Good SchoolsJamel K. Donnor
15The Inclusion and Representation of Asian Americans and Pacific Islanders in America’s Equity Agenda in Higher Education Robert T. Teranishi & Loni Bordoloi Pazich
16Let's Be For Real: Critical Race Theory, Racial Realism, and Education Policy Analysis (Toward a New Paradigm)Kristen L. Buras
17Examining Black male identity through a raced, classed, and gendered lens: Critical race Theory and the Intersectionality of the Black male experienceTyrone C. Howard and Rema Reynolds
18Expanding the Counterstory: The Potential for Critical Race Mixed Methods Studies in EducationJessica T. DeCuir-Gunby & Dina C. Walker-DeVose
19A Critical Race Policy Analysis of the School-to-Prison Pipeline for ChicanosBrenda Guadalupe Valles and Octavio Villalpando
20Critical Race Quantitative Intersectionality: An Anti-Racist Research Paradigm that Refuses to “Let the Numbers Speak for Themselves”Alejandro Covarrubias and Veronica Velez SECTION IIICritical Race Praxis in Communities, Schools and the University
21“Fightin’ the Devil 24/7”: Context, Community, and Critical Race Praxis in Education David O. Stovall
22Arizona on the Doorstep of Apartheid: The Purging of the Tri-Dimensionalization of RealityAugustine F. Romero
23Other Kids’ Teachers: What Children of Color Learn from White Women and what this Says about Race, Whiteness, and GenderZeus Leonardo & Erica Boas
24Critical Race Methodological Tensions: Nepantla in Our Community-Based PraxisEnrique Aleman, Dolores Delgado Bernal & Sylvia Mendoza
25Critical Race Theory, Interest Convergence & Teacher EducationH. Richard Milner, F. Alvin Pearman II and Ebony O. McGee
26CRT’s challenge to educator’s articulation of abstract liberal perspectives of purposeKenneth Fasching-Varner and Roland Mitchell
27Post-racial Critical Race PraxisSabina Vaught and Gabrielle Hernandez with Ikenna Acholonu, Amber Frommherz and Ben Phelps
28What is “urban”? A CRT examination of the preparation of K-12 teachers for urban schoolsCelia Rousseau Anderson and Beverly E. Cross

Über Autor(innen)

Marvin Lynn is Dean of the School of Education at Indiana University, South Bend, USA.
Adrienne D. Dixson is an Associate Professor of Critical Race Theory and Education in the Department of Education Policy, Organization & Leadership at the University of Illinois at Urbana-Champaign.