Applied Critical Race Theory Models: Solution Focused Reframe
2
Copyright © May 2011 Macheo Payne All Rights Reserved Ideological Basis to CRT Whiteness as property Humanity as property Centrality of whiteness Centrality of positionality inherently biased and subject to examination White supremacy Equity of difference. Multidimensional aspects of beauty, virtue & power. 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- Interest convergence- find equitable common interest (CRN, LR) Teacher bias- Tighten relationship between teacher & student on outcome basis, with adjustment for equity & positionality with emphasis on WHO is teaching WHO? (CRN, NP) Cultural mismatch- Broaden and expand cultural range of institutions. Inclusive, responsive, Radical approaches. (CRN, NP) Key Tenets of CRT applied to Disproportionality Challenge to Race Neutrality (CRN)- Recognize difference, build upon common interest and difference of approach and path to that common ground. Lack of Rights (LR)- ‘Expansive view’ of reform. Outcome based policies. Negative Perception (NP)- Strengths- Based approach 360 degrees. APPLIED CRITICAL RACE THEORY SOLUTION-FOCUSED STRENGTHS-BASED
description
Critical Race Theory can be used in an applied manner to address significant issues of inequity in education such as disproportionate discipline of Black males compared to White males. These CRT models illustrate an applied framework that points educators to the roots of the problem and suggests potential remedies that have provem effective in urban classrooms.
Transcript of Applied Critical Race Theory Models: Solution Focused Reframe
Copyright © May 2011 Macheo Payne All Rights Reserved
Ideological Basis to CRT
Whiteness as property Humanity as property Centrality of whiteness Centrality of positionality inherently biased and subject to examination White supremacy Equity of difference. Multidimensional aspects of beauty, virtue & power.
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- Interest convergence- find equitable common interest (CRN, LR) Teacher bias- Tighten relationship between teacher & student on outcome basis, with adjustment for equity & positionality with emphasis on WHO is teaching WHO? (CRN, NP) Cultural mismatch- Broaden and expand cultural range of institutions. Inclusive, responsive, Radical approaches. (CRN, NP)
Key Tenets of CRT applied to
Disproportionality Challenge to Race Neutrality (CRN)- Recognize difference, build upon common interest and difference of approach and path to that common ground. Lack of Rights (LR)- ‘Expansive view’ of reform. Outcome based policies. Negative Perception (NP)- Strengths-Based approach 360 degrees.
APPLIED CRITICAL RACE THEORY SOLUTION-FOCUSED STRENGTHS-BASED
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
