Applied Critical Race Theory Models: Solution Focused Reframe
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Applied Critical Race Theory Models: Solution Focused Reframe

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Critical Race Theory can be used in an applied manner to address significant issues of inequity in education such as disproportionate discipline of Black males compared to White males. These CRT ...

Critical Race Theory can be used in an applied manner to address significant issues of inequity in education such as disproportionate discipline of Black males compared to White males. These CRT models illustrate an applied framework that points educators to the roots of the problem and suggests potential remedies that have provem effective in urban classrooms.

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Applied Critical Race Theory Models: Solution Focused Reframe Applied Critical Race Theory Models: Solution Focused Reframe Presentation Transcript

  • APPLIED CRITICAL RACE THEORY SOLUTION-FOCUSED STRENGTHS-BASEDIdeological Basis Key Tenets of CRT applied to Applying CRT in to CRT CRT applied to top reasons in the classroom Disproportionality Research for Decode & demystify forces ofWhiteness as oppression in society as sources Disproportionality of inequity in educationproperty Humanity as Challenge to Raceproperty through the following strategies Neutrality (CRN)- Recognize difference, Institutional bias- Examine outcomes-Centrality of build upon common Interest convergence- Look at classroom datawhiteness Centrality interest and difference find equitable for referrals to look atof positionality of approach and path common interest patterns in race &inherently biased and to that common (CRN, LR) reason for referralsubject to examination (CRN, LR, NP) ground. Teacher bias- CulturalWhite supremacy Lack of Rights (LR)- Tighten relationship responsiveness-Equity of difference.Multidimensional ‘Expansive view’ of between teacher & Student centered,aspects of beauty, reform. Outcome student on outcome examining one’s ownvirtue & power. based policies. basis, with privilege (race, class, adjustment for equity position) to reframe Negative Perception & positionality with classroom management (NP)- Strengths- as a collaboration with emphasis on WHO is students, making Based approach 360 teaching WHO? learning relevant, degrees. (CRN, NP) practical and applicable. (CRN, NP) Cultural mismatch- Behavior intervention- Broaden and expand ‘Collaborative problem cultural range of solving’ and other best institutions. Inclusive, practice behavioral responsive, Radical health interventions. approaches. (CRN, (CRN, NP) NP) Authentic caring- Deep respect, strong relationships, high Copyright © May 2011 Macheo Payne expectations matched All Rights Reserved with support according to need. (CRN, NP)
  • APPLIED CRITICAL RACE THEORYIdeological Basis Key Tenets of CRT applied to Applying CRT in to CRT CRT applied to top reasons in the classroom Disproportionality Research for Decode & demystify forces ofWhiteness as oppression in society as sources Disproportionality of inequity in educationproperty Possession of Challenge to Racerights that are respected through the following strategies Neutrality (CRN)-by laws default to The institution is not Institutional bias- Examine outcomes-whiteness first colorblind and policies Policies like zero Look at classroom data are not applied tolerance are for referrals to look atCentrality of equitably as evidenced disproportionately patterns in race &whiteness White by persistent disparate applied to black reason for referralideology, values, and students on a (CRN, LR, NP) outcomes.interests are at the discretionary basis.center of all aspects of Cultural Lack of Rights (LR)- (CRN, LR) responsiveness-dominant culture &policy Policies and Student centered, procedures are Teacher bias- examining one’s ownWhite supremacy US disproportionately Hidden bias and privilege (race, class, applied to black inability or position) to reframesociety founded on students on a unwillingness to classroom managementscientific, religious and legitimate yet mostly as a collaboration withpolitical frameworks of examine one’s own students, makingwhite moral, physical, discretionary basis, beliefs & stereotypes. learning relevant,intellectual & spiritual making any challenge (CRN, NP) practical and applicable.superiority (natural to due process very (CRN, NP)selection, manifest difficult. Cultural mismatch-destiny, Jim crow, etc.). Behavior intervention- Blaming the ‘target’ ‘Collaborative problemRacism is structurally Negative Perceptionand institutionally and casting black solving’ and other best (NP)- Stereotypes arepermanent and culture as defective, practice behavioral reinforced bytherefore a ‘normal’ institution through incompatable and health interventions.feature of US society, negative consequences frequently (CRN, NP)not a rare abberation while inappropriate to the Authentic caring-that crops up through disproportionately educational setting. Deep respect, strongindividual acts of shifting responsibility (CRN, NP) relationships, highbigotry. expectations matched of the problem to the target group. Copyright © May 2011 Macheo Payne with support according All Rights Reserved to need. (CRN, NP)