Abstract
In this policy brief on Critical Race Theory (CRT), I operationalize the theory, trace its origins in legal scholarship, discuss its rise within the field of education, and highlight current policies that have responded to this rise. While many see CRT as a helpful lens to view seemingly unnoticeable manifestations of oppression and injustice, others view the use of the construct as divisive, unnecessary, and detrimental to teaching and learning. After detailing the discourses on either side of this debate, I conclude this brief by drawing on Kumashiro’s (2004) notion of teaching for discomfort and the approach of action civics to envision the meaningful use of CRT in schools.
Recommended Citation
Scholten, Nate
(2023)
"The Rise of Critical Race Theory: Current Perspectives and Policies on CRT in Education,"
Journal of Multicultural Affairs: Vol. 9:
Iss.
1, Article 8.
Available at:
https://scholarworks.sfasu.edu/jma/vol9/iss1/8
Included in
Arts and Humanities Commons, Secondary Education Commons, Secondary Education and Teaching Commons
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