Lens Of Critical Race Theory Research Articles

Educational Strategies for Children of Milwaukee: A Critical Race Theory Analysis

The educational dilemmas faced in Milwaukee are mirrored in other large, urban cities across the country. Thus, Milwaukee presents an example that reflects a national crisis in addressing race and education. This article examines educational options for Milwaukee students through the lens of Critical Race Theory.

The Silence of Fear: Making Sense of Student (Mis)behavior

The purpose of this personal narrative is to retrospectively analyze the actions and reactions of a young, female, white teacher who was faced with the reality of the dichotomy of race and power in a large school system. When an African American male student brings a gun to school, the teacher's personal assumptions come to the forefront, bringing confusion and fear. Simultaneously, the power exerted by the administration to keep the situation out of the public eye maintains any pervasive racial tensions that exist in the school. This piece reflects on and deconstructs the complexities of this situation through the lens of critical race theory.

“I don't think I'm a racist”: Critical Race Theory, teacher attitudes, and structural racism

This article is an ethnographic examination of teacher attitudes towards race, racism, and White privilege in response to anti‐bias in‐service trainings in two major U.S. urban school districts through the theoretical lens of Critical Race Theory. We employ the analytic tools of Whiteness as property to make sense of the messages teachers perceived and developed about race and racism. Further, we examine what teacher attitudes reveal about the structural dimensions of racial inequity in schooling and achievement. We argue that the racial attitudes expressed by teachers in this study are illustrative of larger structural racism that both informs and is reinforced by these attitudes and their manifestation in practice.

Desegregation and Multicultural Education: Teachers Embracing and Manipulating Reforms

The purpose of this paper is to examine the remnants of desegregation curricular reforms in a small urban district. This study documents the affects of various policies that were implemented to create equity and equality in urban, multi-racial and socio-economically diverse classrooms. These reforms were created due to a court desegregation order that demanded the district take multiple steps to raise the academic achievement levels of students of color in the district. Using the lens of Critical Race Theory to examine issues of interest-convergence and the effects of court-ordered desegregation initiatives, the researcher documents how teachers have come to terms with two major curricular changes that work in conjunction with other curricular reforms. Research that considers the affects of large-scale policy initiatives on classroom practices is necessary to further current conversations on successful reform implementation.

Critical race perspectives on theory in student affairs

AbstractIn this chapter, the use of theory and its role in understanding racial realities are addressed through a critical race theory lens. The chapter offers recommendations for creating and applying theoretical race perspectives in higher education and student affairs.

Confronting Myself: Looking Through the Lens of Critical Race Theory

is not to reform students or amuse them or to make them expert technicians. It is to unsettle their minds, widen their horizons, and inflame them to think straight, if possible.--Robert M. Hutchens I signed up for Dr. Lisa Merriweather Hunn's Critical Race Theory course, expecting just another summer class with an enormous amount of reading crammed into five short weeks. I had no idea that this course, more than any other I have ever taken, would change my view of society, the world, and myself. The subject matter required a trip deep below the surface layers of my conscience, character, and worldview, to a place in my mind that even I am only vaguely aware. The course almost did not happen because only four people signed up for it. After some discussion within the department and insistence on the part of Dr. Merriweather Hunn, Critical Race Theory was allowed to continue on its maiden voyage, and I doubt if anyone realized how important it would be for the instructor and the students. In fact, by the end of the five-week course, we all agreed that it should become a requirement for graduate students in the Adult, Higher, and Community Education program. There Are No Innocents The first class hit the ground running with a racial autobiography assignment due the first week. I knew I had a lot to say about how race and racism affected my life, so I approached this assignment with interest and confidence. However, I soon realized that the experience of writing about my life and race was an emotional journey that would prepare me for the rest of the course. As I wrote, I began to remember experiences regarding race and racism that I had forgotten. These memories included racism I have experienced from individuals as well as instances of societal racism. I also remembered instances of my own racism. My memories raised questions for me about my life and how I formed my own views on race. This assignment should always be the first assignment in a course focused on Critical Race Theory because it gives students a place to start thinking about racism and oppression, both in society and in their personal lives. As many of the Baby-Boomer generation have done, I marched on Washington, DC for equal rights, participated in many protest demonstrations, and tried to live my life in a way that denounced racism and oppression. However, as I wrote about my encounters with racism, I remembered some of my own racism as well as that of my family. I began to realize that I was responsible for some of the racism in our society. This realization made me very uncomfortable and the discomfort led to some defensiveness and disappointment in myself. Later, as the class members read about and discussed whiteness, I began to feel anger more than any other emotion. For a white person, thinking about whiteness is something like thinking about breathing. It most certainly exists, but it is such a part of the fabric of everyday life in America that it is difficult to describe or analyze. Many times as I read the assigned articles, I found myself breathing a sigh of relief when I could say, That is awful, but I don't do Then, usually only a few paragraphs further, I read about a racist or an example of privileged behavior that I am guilty of doing or thinking. I had to put the readings down and walk away from my anger many times during this part of the course. We kept our thoughts in journals and this excerpt illustrates my pain and anger when confronting white privilege and oppression: I am still a member of the dominant race; I can't change that. I still get some privilege; therefore, I need to think seriously about what whiteness is. Some of the readings make me very uncomfortable and leave me feeling that it is hopeless. No matter what I do, it is wrong. Other readings made me feel like I was being put in a category; I am not a member just because I have that fish-belly white skin. …

The Mexican American Struggle for Equal Educational Opportunity in Mendez v. Westminster: Helping to Pave the Way for Brown v. Board of Education

Few people in the United States are aware of the central role that Mexican Americans have played in some of the most important legal struggles regarding school desegregation. The most significant such case is Mendez v. Westminster (1946), a class-action lawsuit filed on behalf of more than 5,000 Mexican American students in Orange County, California. The Mendez case became the first successful constitutional challenge to segregation. In fact, in Mendez the U.S. District Court judge ruled that the Mexican American students’ rights were being violated under the equal protection clause of the Fourteenth Amendment. The decision was affirmed by the Ninth Circuit Court of Appeals. Although the Mendez case was never appealed to the U.S. Supreme Court, a number of legal scholars at that time hailed it as a case that could have accomplished what Brown eventually did eight years later: a reversal of the High Court's 1896 ruling in Plessy v. Ferguson, which had sanctioned legal segregation for nearly 60 years. Even though Mendez did not bring about the reversal of Plessy, it did lay some of the important groundwork for the landmark case that would. In this article, I use the lens of critical race theory to examine how Mendez and Brown were strongly connected and how Mendez served as a harbinger for Brown. This linkage can be captured in at least two ways. First, Mendez was a federal, Fourteenth Amendment case grounded in a theoretical argument—known as integration theory—that stresses the harmful effects of segregation on Mexican American students. Secondly, in order to make this Fourteenth Amendment argument, the attorneys in Mendez used social science expert testimony. Such testimony, grounded in similar theoretical arguments, proved very useful in Brown. For these reasons it is important to remember the role of Mexican Americans and the Mendez case, in particular, in the broader struggle for equal educational opportunity in the United States and appreciate how they helped pave the way for Brown v. Board of Education of Topeka.

The Mexican American Struggle for Equal Educational Opportunity inMendez v. Westminster:Helping to Pave the Way forBrown v. Board of Education

Few people in the United States are aware of the central role that Mexican Americans have played in some of the most important legal struggles regarding school desegregation. The most significant such case is Mendez v. Westminster (1946), a class-action lawsuit filed on behalf of more than 5,000 Mexican American students in Orange County, California. The Mendez case became the first successful constitutional challenge to segregation. In fact, in Mendez the U.S. District Court judge ruled that the Mexican American students’ rights were being violated under the equal protection clause of the Fourteenth Amendment. The decision was affirmed by the Ninth Circuit Court of Appeals. Although the Mendez case was never appealed to the U.S. Supreme Court, a number of legal scholars at that time hailed it as a case that could have accomplished what Brown eventually did eight years later: a reversal of the High Court's 1896 ruling in Plessy v. Ferguson, which had sanctioned legal segregation for nearly 60 years. Even though Mendez did not bring about the reversal of Plessy, it did lay some of the important groundwork for the landmark case that would. In this article, I use the lens of critical race theory to examine how Mendez and Brown were strongly connected and how Mendez served as a harbinger for Brown. This linkage can be captured in at least two ways. First, Mendez was a federal, Fourteenth Amendment case grounded in a theoretical argument—known as integration theory—that stresses the harmful effects of segregation on Mexican American students. Secondly, in order to make this Fourteenth Amendment argument, the attorneys in Mendez used social science expert testimony. Such testimony, grounded in similar theoretical arguments, proved very useful in Brown. For these reasons it is important to remember the role of Mexican Americans and the Mendez case, in particular, in the broader struggle for equal educational opportunity in the United States and appreciate how they helped pave the way for Brown v. Board of Education of Topeka.

Wag the Dog: Towards a Harmonization of the International Hazardous Waste Transfer Regime

RésuméCet article étudie les problèmes liés au régime international encadrant le mouvement transfrontière de déchets dangereux. Il est souligné que d'importantes brèches existent dans ce régime car, historiquement, les intérêts des pays industrialisés ont prédominé les politiques au détriment des pays en développement qui sont le plus souvent destinataires des déchets. Afin de mieux comprendre pourquoi, ce régime est examiné sous l'angle de la théorie critique sur les races (Critical Race Theory – CRT), une théorie qui défend notamment la nécessité de tenir compte du contexte dans lequel le problème se situe, au-delà du cadre du juridique qui n'est guère défini et modifié par les affranchis. Une première partie du texte expose l'importance du problème ainsi que les principes deCRTqui serviront comme outils d'analyse. La deuxième partie aborde les mesures internationales, régionales et bilatérales et vise à identifier certaines brèches du régime dans la perspective deCRT.Enfin, trois sujets sont suggérés à considérer lors de futures négociations: l'amélioration du régime de consentement informé préalable; l'établissement d'un mécanisme pour créer un fonds international; et des instances judiciaires envisageables pour régler les litiges.

Noises in the attic: The legacy of expectations in the academy

This process-video on the topic of graduate students and junior faculty of color in higher education represents musings around the issues that are involved in racism and the assumptions that are a part of that ideology. Using the lens of Critical Race Theory as described by Bell (1987), the conversations that took place in a video-recording studio were analyzed for themes that represent the experience of being "the fly in the milk," at a White academic institution. "How do we talk to whiteness?" is the central theme that organizes this discussion of the videotape "Noises in the Attic: Conversations with Ourselves. "The participants talk about alienation, as described in sections called "Noises," "The White Man's Scrapbook," "Between and Betwixt," and "Filling in the?" A realization that there is a need to understand that White people operate from a different perspective than nonwhite people rounds off the discussion of being a noise in the attic of the White academic environment.

Critical Race Theory and Ethnographies Challenging the Stereotypes: Latino Families, Schooling, Resilience and Resistance

In this article, Villenas and Deyhle use the lens of Critical Race Theory (CRT) to examine Latino schooling and family education as portrayed in seven recent ethnographic studies. They argue that CRT provides a powerful tool to understand how the subordination and marginalization of people of color is created and maintained in the United States. The ethnographic studies of Latino education are filled with the stories and voices of Latino parents and youth. These stories and voices are the rich data by which a CRT lens can unveil and explain how and why “raced” children are overwhelmingly the recipients of low teacher expectations and are consequently tracked, placed in low-level classes and receive “dull and boring” curriculum. The voices of Latino parents reveal how despite the school rhetoric of parent involvement, parents are really “kept out” of schools by the negative ways in which they are treated, by insensitive bureaucratic requirements, and by the ways in which school-conceived parent involvement programs disregard Latino knowledge and cultural bases. Together these studies offer an insight into the schooling success and failure of Latino/a students within the context of the social construction of Latino/Mexicano as Other, played out in the anti-immigrant, xenophobic ambience of this country. Yet these studies also give powerful testimony to the cultural strengths and assets of Latino family education as a base by which new ways of schooling can be conceived. It is in fact when communities act as a collective, firmly rooted in their own language and culture, and gain economic and political power that families are able to make concrete changes.