Abstract
ABSTRACT Some US and Canadian policymakers have advocated removing anti-racism education and Critical Race Theory (CRT) within schools. The political discourse prioritizes the comfort of white teachers and students while ignoring the voices of Black, racialized, and Indigenous students. This article discusses a systematic review that examined the systemic impact of racial microaggressions on Black, racialized and Indigenous students in K-12 and postsecondary contexts. A systematic search of nine academic databases yielded 3,560 relevant articles, of which 150 met the inclusion criteria after a full-text review. The review found four themes and 13 subthemes related to students’ experiences with racial microaggressions at school. The findings contribute to a better understanding of power dynamics in education, which affects students’ experiences with racial microaggressions. The study highlights the need to re-evaluate the current political discourse on CRT and anti-racism education. It emphasizes the importance of addressing racial microaggressions in schools by dismantling white supremacy.
Published Version
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