Abstract
In a time when the Critical Race Theory is being used as a weapon to eliminate educational learning by ratifying American history at a proliferated rate, this study illustrates the individual experiences of racial inequity across race, gender, culture, and power. This collaborative autoethnography is informed by the Critical Race Theory and Freire’s Pedagogy of the Oppressed. Crenshaw observes about criticism of CRT, “It’s not about a theory. … It’s about an effort to shut down all conversation about the sources and the reproduction of racial inequality” (2021, p. 7). Defending the application of CRT in American classrooms is beyond the scope of this study. This study illustrates that promotion of equality through having honest conversations about inequality.
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