Applied Critical Race Theory for Suspension

Copyright © May 2011 Macheo Payne All Rights Reserved Ideological Basis to CRT Whiteness as property Possession of rights that are respected by laws default to whiteness first Centrality of whiteness White ideology, values, and interests are at the center of all aspects of dominant culture & policy White supremacy US society founded on scientific, religious and political frameworks of white moral, physical, intellectual & spiritual superiority (natural selection, manifest destiny, Jim crow, etc.). Racism is structurally and institutionally permanent and therefore a ‘normal’ feature of US society, not a rare abberation that crops up through individual acts of bigotry. Applying CRT in the classroom Decode & demystify forces of oppression in society as sources of inequity in education through the following strategies Examine outcomes- Look at classroom data for referrals to look at patterns in race & reason for referral (CRN, LR, NP) Cultural responsiveness- Student centered, examining one’s own privilege (race, class, position) to reframe classroom management as a collaboration with students, making learning relevant, practical and applicable. (CRN, NP) Behavior intervention- ‘Collaborative problem solving’ and other best practice behavioral health interventions. (CRN, NP) Authentic caring- Deep respect, strong relationships, high expectations matched with support according to need. (CRN, NP) CRT applied to top reasons in Research for Disproportionality Institutional bias- Policies like zero tolerance are disproportionately applied to black students on a discretionary basis. (CRN, LR) Teacher bias- Hidden bias and inability or unwillingness to examine one’s own beliefs & stereotypes. (CRN, NP) Cultural mismatch- Blaming the ‘target’ and casting black culture as defective, incompatable and frequently inappropriate to the educational setting. (CRN, NP) Key Tenets of CRT applied to Disproportionality Challenge to Race Neutrality (CRN)- The institution is not colorblind and policies are not applied equitably as evidenced by persistent disparate outcomes. Lack of Rights (LR)- Policies and procedures are disproportionately applied to black students on a legitimate yet mostly discretionary basis, making any challenge to due process very difficult. Negative Perception (NP)- Stereotypes are reinforced by institution through negative consequences while disproportionately shifting responsibility of the problem to the target group. APPLIED CRITICAL RACE THEORY

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Macheo Payne has developed an applied framework for disproportionality of suspension of Black students using critical race theory. It offers a framework for addressing this issue at its core in the classroom.

Transcript of Applied Critical Race Theory for Suspension

Page 1: Applied Critical Race Theory for Suspension

Ideological Basis

to CRT Whiteness as property Possession of rights that are respected by laws default to whiteness first Centrality of whiteness White ideology, values, and interests are at the center of all aspects of dominant culture & policy White supremacy US society founded on scientific, religious and political frameworks of white moral, physical, intellectual & spiritual superiority (natural selection, manifest destiny, Jim crow, etc.). Racism is structurally and institutionally permanent and therefore a ‘normal’ feature of US society, not a rare abberation that crops up through individual acts of bigotry.

Applying CRT in the classroom

Decode & demystify forces of oppression in society as sources of inequity in education through the following strategies Examine outcomes- Look at classroom data for referrals to look at patterns in race & reason for referral (CRN, LR, NP) Cultural responsiveness- Student centered, examining one’s own privilege (race, class, position) to reframe classroom management as a collaboration with students, making learning relevant, practical and applicable. (CRN, NP) Behavior intervention- ‘Collaborative problem solving’ and other best practice behavioral health interventions. (CRN, NP) Authentic caring- Deep respect, strong relationships, high expectations matched with support according to need. (CRN, NP)

CRT applied to top reasons in Research for

Disproportionality Institutional bias- Policies like zero tolerance are disproportionately applied to black students on a discretionary basis. (CRN, LR) Teacher bias- Hidden bias and inability or unwillingness to examine one’s own beliefs & stereotypes. (CRN, NP) Cultural mismatch- Blaming the ‘target’ and casting black culture as defective, incompatable and frequently inappropriate to the educational setting. (CRN, NP)

Key Tenets of CRT applied to

Disproportionality Challenge to Race Neutrality (CRN)- The institution is not colorblind and policies are not applied equitably as evidenced by persistent disparate outcomes. Lack of Rights (LR)- Policies and procedures are disproportionately applied to black students on a legitimate yet mostly discretionary basis, making any challenge to due process very difficult. Negative Perception (NP)- Stereotypes are reinforced by institution through negative consequences while disproportionately shifting responsibility of the problem to the target group.

APPLIED CRITICAL RACE THEORY