Critical Race Theory Week 2


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  • Cultural psychWWKSciencePost-ColonialismCultural
  • Critical Race Theory Week 2

    1. 1. Critical Race Theory<br />EDUC 800-01<br />Spring 2010<br />Dr. Shelley Wong<br />March 16, 2010<br />
    2. 2.
    3. 3. EXTENDED ACTIVTY: UNPACKING PT II<br />White Privilege: Unpacking the Invisible Knapsack<br />
    4. 4. Which # on the list struck a cord in your experience?<br />Write the # on the note and place it on the central list. Next, get in your groups from last week to discuss your experience.<br />
    5. 5. APPLICATION OF CRT:Making change a reality<br />Evolution and Application of CRT<br />
    6. 6. Critical Race Theory in Education<br />
    7. 7. Evolution of Critical Race Theory<br />Bell<br /><ul><li>Use of narrative in legal studies
    8. 8. Interest-convergence principle (only when it is in the best interest of Whites can Blacks achieve)
    9. 9. Principle of the "price of racial remedies" no civil rights support if it threatens superior social status of Whites </li></ul>Delgado<br /><ul><li>Insistence on naming our own
    10. 10. Knowledge and ideas are powerful
    11. 11. Readiness to question basic premises of moderate/ incremental civil rights laws
    12. 12. Borrow insights on race and racism from social science
    13. 13. Critical examination of myths and stories to justify racial subordination contextualized treatment of doctrine
    14. 14. Criticism of liberal legalisms
    15. 15. Structural determinism --legal tools and thought that can impede law reform</li></li></ul><li>Evolution of Critical Race Theory<br />Crenshaw<br />Belief in color blindness and equal process is illogical in a society in which specific groups have been treated different historically and in which the outcomes continue to be present (Tate, 1995)<br />CLS not grounded in realities of racially oppressed<br />CLS fails to analyze the hegemonic role of racism<br />CLS exaggerated the role of liberal legal consciousness, minimizing the transformative power of liberalism<br />Intersectionality Framework (race and gender, but later class and age)<br />structural intersectionality (domination)<br />political intersectionality (systems)<br />representational intersectionality (narratives)<br />Ladson-Billings<br />Culturally-relevant pedagogy –cultural nationalism<br />Multiculturalism – allows a proliferation of difference following in the traditions of liberalism<br />Scholarship of education research<br />
    16. 16. A Word on Culturally-Relevant Pedagogy<br />Gloria Ladson-Billings-- culturally-relevant pedagogy is “committed to collective, not merely individual, empowerment” (Ladson-Billings, 1995). <br />“Students must experience academic success”<br />“Students must develop and/or maintain cultural competence”<br />“Students must develop a critical consciousness through which they challenge the status quo of the current social order” (Ladson-Billings, 1995).<br />
    17. 17. Critical Race Theory in Education Research<br />Seeks to set equity apart from equality of education<br />Equity research that focuses on the individual and group case (story-telling)<br />Power of legal story telling to illuminate education equity issues in public debates<br />Intersectionality and the need to recognize the relevance of multiple group membership<br />Changing notions of justice and how these new notions give rise to different interpretations of education equity<br />Delgado asks: “Are educational information classification systems assisting in the replication of preexisting thought?” <br />
    18. 18. INTERACTIVE ACTIVITY:“Changing The Lens”<br />Viewing CRT through the lenses of:<br /><ul><li>Research/Methodology
    19. 19. Policy
    20. 20. Administration
    21. 21. Classroom</li></li></ul><li>Quote #1:<br />“Counterstories can facilitate transformation in education. Because counterstories embed critical conceptual and theoretical content within an accessible story format they can serve as pedagogical tools.” (Yosso, 2006, p. 15).<br />
    22. 22. Quote #2:<br />“When does racial “unconsciousness” or awareness of race enrich interpretive languages, and when does it impoverish it? …how is “literary whiteness” and “literary blackness [or any people of color]” made, and what is the consequence of that construction?” (Morrison, 1992, p. xii).<br />
    23. 23. Quote #3:<br />“...whiteness is not a culture but a social concept” (Leonardo, 2002, p. 32).<br />
    24. 24. Quote #4:<br />“We must also understand how certain forms of difference and the languages we employ to define those supposed “differences” not only reinforce each other, but tend to create and maintain each other” (Gates, 1984, p. 297).<br />
    25. 25. Culturally Relevant Pedagogy: “Students must experience academic success” “Students must develop and/or maintain cultural competence” “Students must develop a critical consciousness through which they challenge the status quo of the current social order” (Ladson-Billings, 2001, p.143).<br />Quote #5:<br />
    26. 26. Quote #6:<br />“Language has a dual character: it is both a means of communication and a carrier of culture” (Thiong’o, 1981, p. 13).<br />
    27. 27. REFLECTIVE ACTIVITY:Meta-cognitive Moment<br />Viewing CRT through the lenses of:<br /><ul><li>Research/Methodology
    28. 28. Policy
    29. 29. Administration
    30. 30. Classroom</li></li></ul><li>Based on this weeks’ readings, reflect on the following:<br /><ul><li>What does the bond between law and racial power look like? And what needs to be changed?
    31. 31. Now that we have a better understanding of CRT, what are some strategies for addressing issues in educational research and practice as pertaining to race/gender/class?
    32. 32. Be sure to discuss:
    33. 33. INTERSECTIONALITY as it relates to Accent discrimination, indigenous groups, sexuality, or other identities
    34. 34. As viewed through the LENSES of: Research/Methodology, Policy, Administration, and Classroom
    35. 35. READINGS:</li></ul>Matsuda (Counter Stories)<br />Parker & Lynn (CRT Sensitive Qualitative research & Ed practice)<br />Solarzano & Yasso (CRT methodology for research sensitive to race/gender/class)<br />
    36. 36. CRT Connections<br />Comparisons and Contrasts to Other Ways of Knowing<br />
    37. 37. Epistemologies<br />
    38. 38. CONCLUSION:Wrapping Up Critical Race Theory<br />Unit Review<br />
    39. 39. Critical Race Theory’sEnduring Understandings<br />“A regime of white supremacy and its subordination of people of color […] have been created and maintained in America, and, in particular, […] to examine the relationship between that social structure and professed ideals such as “the rule of law” and “equal protection.”<br />There exists a “bond between law and racial power” that needs to be changed.<br />(Crenshaw, 1995)<br />
    40. 40. Essential Questions for Critical Race Theory <br />Where is ownership of dialogue?<br />Whose narrative is of value? <br />How can CRT effect education?<br />How does CRT develop the discourse to reveal other ways of knowing? <br />
    41. 41. Thank you for participating!<br />Leslie LaCroix<br />Nicole Sealey<br />Andrea Weiss<br />