ABSTRACT
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. With 28 newly 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.
TABLE OF CONTENTS
Section I
The Genealogy of Critical Race Theory and Critical Race Theory in Education
1 The History and Conceptual Elements of Critical Race Theory
Kevin Brown and Darrell D. Jackson
2 Discerning Critical Moments
Richard Delgado & Jean Stefancic
3 Critical Race Theory—What it is not
Gloria Ladson-Billings
4 Critical Race Theory’s Intellectual Roots in Ethnic Studies and Freirean Education
Daniel G. Solórzano
5 On 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
6 Tribal Critical Race Theory: An Origin Story and Future Directions
Bryan McKinley Jones Brayboy
7 Origins of and Connections to Social Justice in Critical Race Theory in Education
Thandeka K. Chapman
8 Doing Class in Critical Race Analysis in Education
Michael J. Dumas
SECTION II
Intersectional and Interdisciplinary Methods to Challenging Majoritarian Policies and Stock Stories in Education
9 The Policy of Inequity: using CRT to unmask white supremacy in Education Policy
David Gillborn
10 Educational Policy Contradictions: A LatCrit perspective on Undocumented Latino Students
Nereida Oliva, Judith C. Pérez and Laurence Parker
11 Badges of Inferiority: The Racialization of Achievement in U.S. Education
Sonya Douglass Horsford and Tanetha J. Grosland
12 The Racialization of South Asian Americans in a Post-911 Era
Binaya Subedi
13 Blurring the Boundaries: the Mechanics of Creating Composite Characters
Daniella Ann Cook
14 Education as the Property of Whites: African Americans Continued Quest for Good Schools
Jamel K. Donnor
15 The Inclusion and Representation of Asian Americans and Pacific Islanders in America’s Equity Agenda in Higher Education
Robert T. Teranishi & Loni Bordoloi Pazich
16 Let's Be For Real: Critical Race Theory, Racial Realism, and Education Policy Analysis (Toward a New Paradigm)
Kristen L. Buras
17 Examining Black male identity through a raced, classed, and gendered lens: Critical race Theory and the Intersectionality of the Black male experience
Tyrone C. Howard and Rema Reynolds
18 Expanding the Counterstory: The Potential for Critical Race Mixed Methods Studies in Education
Jessica T. DeCuir-Gunby & Dina C. Walker-DeVose
19 A Critical Race Policy Analysis of the School-to-Prison Pipeline for Chicanos
Brenda Guadalupe Valles and Octavio Villalpando
20 Critical Race Quantitative Intersectionality: An Anti-Racist Research Paradigm that Refuses to “Let the Numbers Speak for Themselves”
Alejandro Covarrubias and Veronica Velez
SECTION III
Critical 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
22 Arizona on the Doorstep of Apartheid: The Purging of the Tri-Dimensionalization of Reality
Augustine F. Romero
23 Other Kids’ Teachers: What Children of Color Learn from White Women and what this Says about Race, Whiteness, and Gender
Zeus Leonardo & Erica Boas
24 Critical Race Methodological Tensions: Nepantla in Our Community-Based Praxis
Enrique Aleman, Dolores Delgado Bernal & Sylvia Mendoza
25 Critical Race Theory, Interest Convergence & Teacher Education
H. Richard Milner, F. Alvin Pearman II and Ebony O. McGee
26 CRT’s challenge to educator’s articulation of abstract liberal perspectives of purpose
Kenneth Fasching-Varner and Roland Mitchell
27 Post-racial Critical Race Praxis
Sabina Vaught and Gabrielle Hernandez with Ikenna Acholonu, Amber Frommherz and Ben Phelps
28 What is “urban”? A CRT examination of the preparation of K-12 teachers for urban schools
Celia Rousseau Anderson and Beverly E. Cross
