IntroductiontoCriticalRaceTheory
(CRT)inEducation
PresentedbyFarahNousheen
CollegeofArts&SciencesAdvisement
UniversityofNewMexico|AdvisorInstitute|Tuesday,October11th,2016
Alittleaboutme…
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A.A.,NorthSeattleCommunityCollege,focusonIntegrativeStudies,2006
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B.A.,UniversityofWashington,ComparativeHistoryofIdeas,2009
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M.A.UniversityofNewMexico,AmericanStudies,2015
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AcademicAdvisorformultipledisciplinesinArts&Sciences:
- AfricanaStudies
- Peace&JusticeStudies
- AmericanStudies
- Philosophy
- AsianStudies
- ReligiousStudies
- Chicano/aStudies
- SustainabilityStudies
- InternationalStudies
- WomenStudies
UniversityofNewMexico|AdvisorInstitute|October11th,2016
Purpose,Objectives,Outcomes
Ø TointroduceCRTinEducationtotheadvisementcommunity.
Ø Advisorsaregatekeepersinoureducationalinstitutions.
Ø CRTisatooltowardsantiracism,diversity,equity,andinclusion.
Ø Outcome:MovingtowardsempowermentofstudentsofcolorandamorejustU.S.
andglobalsociety.
Justwhatiscriticalracetheory,andwhat’sit
doinginanice fieldlikeeducation?
PresentationOutline
1. AddressthequestionabovewithalectureonthegenealogyofCRTinEducation
2. InteractivereviewofthefiveTenetsofCRTinEducation
1. ClosingcommentsandQ/A
GenealogyofCRTinEducation:
115Years
PublicationofTheSoulsofBlackFolk(1903):
“Theproblemofthetwentiethcenturyisthe
problemofthecolor-line– therelationofthe
darkertothelighterracesofmeninAsiaand
Africa,inAmericaandtheislandsofthesea.”
“TheSouthbelievedaneducatedNegrotobea
dangerousNegro.AndtheSouthwasnot
whollywrong;foreducationamongallkindsof
menalwayshashad,andalwayswillhave,an
elementofdangerandrevolution,of
dissatisfactionanddiscontent.Nevertheless,
menstrivetoknow.”
W.E.B.DuBois(1868-1963)
“Onstrike,shutitdown!”19681969StrikesforEthnicStudies
Photoscredit:Ilka Hartmann,1968-1969.
•
ForFall&Springsemesters,Black
StudentUnionandThirdWorld
LiberationFrontleadBlack,Asian,
Chicana/oandNativestudents to
protestagainstinstitutionalizedracism.
•
WonthefirstEthnicStudiesprograms
atSanFranciscoStateCollegeand
UniversityofCaliforniainBerkeley.
•
EthnicStudiesprogramsopened
throughoutthe70sand80s.
•
BlackStudiesProgram,ChicanoStudies
ProgramandNativeAmericanStudies
Centerformedin1970.
• Late1970s,mostlywhite
EuropeanandAmerican
progressivelegalscholars
developCLS
• CLSusescriticaltheoryand
philosophytocritique
EuropeanandAmerican
law
• CLSscholarsarguethatlaw
isnotobjective,but
historically,politically,and
sociallycontextual
• Lawhasfailings,exclusions,
injustices,inequalitiesthat
needtobeexaminedwith
ahumanisttheoreticallens
1989CriticalRaceTheoryforLaw
LedbyHarvardlawprofessorDerrickBell,thirtylegalscholarslaunchCritical
RaceTheorybasedontheirexaminationofDuBoiswritings,civilrightsera,
ethnicstudies,criticaltheory,criticallegalstudies,andradicalfeminism.
CRTcentralizesraceinstudyingwelfare,poverty,immigration,andcrime.
“Unliketraditionalcivilrights,which
embracesincrementalism andstep-by-step
progress,criticalracetheoryquestionsthe
veryfoundationsoftheliberalorder,
includingequalitytheory,legalreasoning,
Enlightenmentrationalism,andneutral
principlesofconstitutionallaw.”
BarackObamawithstudentsatHarvardLawSchool
participatinginaprotestfornothiringfacultyofcolor.1991.
-- Delgado,Richard,andStefancic,Jean.CriticalRaceTheory:AnIntroduction.
NewYork,NY,USA:NewYorkUniversityPress(NYUPress),2001.
CRTSpin-Offs
Ø LatCrit (1995)- foundedatacolloquiumofLatina/olegalscholarsgatheredinPuertoRico.
ExaminesLatino/aandChicana/oconcernsintheUnitedStates,i.e.languagepolicies,
immigrationstatus,andU.S.policiesinCuba,PuertoRico,etc.
http://www.latcrit.org/index/
Ø CriticalWhitenessStudies(1997)withthepublicationofCriticalWhiteStudies:Looking
BehindtheMirror(RichardDelgadoandJeanStefancic).CWSwasfoundedtostudywhite
privilegeasadominantforceintheUnitedStates.
Ø CriticalRaceTheoryinEducation(1995)
Ø Others:AsianCrit,TribalCrit,FemCrit
TowardaCriticalRaceTheory
ofEducation(1995)
GloriaLadson-BillingsandWilliamTate
Arguesfor:
• Raceasananalyticaltoolfor
understandingschoolinequities
• Beyondmulticulturalism;interdisciplinary
analysisusinglaw,socialsciences,and
humanities
• Intersectionofraceandpropertyrightsto
seecurriculumasproperty
• ToeducatorstouseCRTineducation…
…andtheCRTmovementislaunched!
CRTResearchArticlesSince1995
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Standardizedtesting
K-12educationcurriculum
Microaggressions - Chicana/ostudents
Microaggressions – AfricanAmerican
students
Tribalcriticalracetheoryineducation
Culturalcapitalofstudentsofcolor
Teachereducationpolicies
Latina/oleadershipineducation
CRTincontextofPauloFreire
BlackmaleteachersinK-12
FacultyofcoloratPWI
Teachingdiversity
Marxismandracialdomination
CRTandphilosopherJudithButler
Adulteducation
Socialworkeducation
Mentalhealthandhealing
Whitescholarschallengingracism
Blackspirituality
StudentexperiencesinaU.S.Filipino
college
• Sportsandathletics
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• Advisingandphysicalspace- only1articleonadvising!
Anyburningquestions?
cuentos
FiveTenetsofCRTinEducation*
1.
2.
3.
4.
5.
Theintercentricity ofraceandracismwith
otherformsofsubordination
Thechallengetodominantideologies–
liberalismandconservatism
Thecommitmenttosocialjustice
Thecentralityexperientialknowledgeof
peopleofcolor
Transdisciplinaryperspective.
*AdaptedfromWhoseCulturehasCapital(TaraYosso,2005).
Tenet:Intercentricity ofRaceandRacism
Racism=Prejudice+Power
AudreLorde(1981):Thebeliefinthe
inherentsuperiorityofoneraceover
allothersandtherebytherightto
dominance,manifestandimplied.
ManningMarable(1992):Asystemof
ignorance,exploitation,andpower
usedtooppressAfrican-Americans,
Latinos,Asians,PacificAmericans,
AmericanIndiansandotherpeopleon
thebasisofethnicity,culture,
mannerisms,andcolor.
Tenet:Intercentricity ofRaceandRacism
- Normal
- Permanent
- Endemic
- Intersectional
- Versatile
- Pervasive
- Sociallyconstructed
Therefore…
Whendoesracematter?
“Race[still]matters”(LadsonBillings)
Exercises
1. CRTacknowledgesthelayersofracializedsubordinationbasedon
gender,class,immigrationstatus,surname,phenotype,accentand
sexuality(Crenshaw,1989,1993;Valdesetal.,2002).Whatisyour
racialidentityatthispoint?Howdoothersidentifyyou?Why/how
doestheadvisor’sidentitymatterinanadvisementsession?
2. Racismaspermanent,endemic,and“normal.”Whatdoesitmeanto
sayracismis“permanent”?Ifitcan’tbeeliminated,doesitmeanwe
acceptit?HowaboutPWIvsadiverseschoollikeUNMoranHBCU?
Tenet:Challengetodominantideology
Challengesliberalclaimsof:
-
Colorblindness
Meritocracy
Objectivity
Neutrality
Universality
Individualism
Tenetisusefulforanalyzingexperiencesof
studentsofcoloratPredominantly
WhiteInstitutions(PWI).
StudentsoccupyDean’sofficeareaatSeattleUniversity,a
Jesuitcollege.TheydemandforDeantoaddressthe
European-dominanthumanitiescurriculum.
PhotofromMustReformCurriculumfacebook page,2016.
ColorblindnessBeliefs
• Raceisaninvisiblecharacteristic
• Individualsshouldnotnoticeortalkabout
race
• Raceisataboo
• Shouldnotraciallyreferencetoselfor
others
• Allinteractionsareinterpersonalnot
intergroupinfluencedbyracerelations
• Colorblindnessispoliticallycorrect
• Colorblindnessisantiracist
DominantIdeologies/Myths
Whatarethebeliefsof“meritocracy”?
Whatarethebeliefsof“objectivity”?
Whatarethebeliefsof“neutrality”?
Whatarethebeliefsof“universality”?
Whatarethebeliefsof“individualism”?
Howdothesemanifestinadvisement?
Tenet:CentralityoftheExperientialKnowledgeof
PeopleofColor(CounterStorytelling)
• Studentsofcoloraswellasfacultyand
staffofcoloraretheembodimentof
racism
• Experience“microaggressions”subtle,briefactstoputpeopleofcolor
“intheirplace”
• CulturalCapitalofstudentsofcolor:
Debunksthedeficitmodelofseeing
studentsofcoloras“disadvantaged”.
Thedeficitmodelputsmorevalueon
whitemiddle/upperclassculture.
Yosso names:aspirational,
navigational,social,linguistic,familial,
andresistantcapital(Yosso,2005)
USCSummerPre-DoctoralWorkshopforStudentsofColor.(Photo/JulieKim)
https://news.usc.edu/66531/usc-leads-workshop-to-diversify-planning-field-ph-dprograms/
AdvisementModelExercise
Howdoadvisementmodelsallowandprohibitthecentralityof
studentsofcolor?Canwenamespecificpolicies?
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Prescriptive
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Developmental
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Holistic
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Intrusive
Tenet:Transdisciplinary Perspective
CRTanalyzesandcontextualizesrace
andracismwithinbothhistoricaland
contemporaryrealmsandlooksat
scholarshipfromethnicstudies,women
studies,education,sociology,history,
law,psychology,film,art,theatre,and
otherdisciplines.
(Delgado,1984,1992;Olivas,1990;Gotanda,1991;Harris,1994;Garcia,1995;Gutiérrez-Jones,2001;Yosso 2005)
Tenet:Transdisciplinary Perspective
MajorsExercise
Howdoesracismspecificallyplayoutinthemajor
thatyouadvise?
Whatdoesthemajor
thatyouadvisesay
abouthowracism
works?
Tenet:CommitmenttoSocialJustice
Tomovetowards:
theeliminationofracism,sexism,andpoverty
theempowermentofminoritygroups
(Solórzano&Yosso,2002).
Butsocialjusticeinadvisementdoesn’thavetolooklikethis:
November9th,2015.YalestudentsprotestafterracistincidentsduringHalloween.
…socialjusticecanlooklikethis:
• Exploreourownracialidentity
• TakePeopleInstitute’s
“UndoingRacism”training
• Practiceholisticand
developmentaladvisingwhen
possible
• Stayinformedoflocaland
nationalstudentmovements
forracialjustice
• Identifyandquestionpolicies
thatmaylimitstudentsof
color
https://unmadvisement.files.wordpress.com/2014/10/tania-advisement.jpg
• Readacademicjournalarticles
onCRT
PartTwo:WorkshopOutline
Ø 10-15MinutesofQ/A,clarifications,andreviewonPart1.
Ø 20MinutesExercise1– Unpackingatenetandrelatingitto
advising
Ø 20MinutesExercise2– Advisingscenarios
Ø CRTAdvisingOutlookGroupSignupandInformation