Critical Race Theory education model
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APPLIED CRITICAL RACE THEORY MODEL FOR EDUCATION Ideological Basis According to CRT the ideological foundation of this country is implicitly biased against all non-whites Institutional Basis Major institutions in this country implicitly function to keep white privilege in place. Narrative CRT uses narrative in research to substantiate the problem as well a in interventions that address inequity in education Applying CRT Effective interventions should address equity problems using CRT tenets for the purpose of eliminating inequitable outcomes Importance of CRT CRT is interdisciplinary and compliments many other frameworks but serves a critically unique function in equity analysis in education Whiteness as Property- Possession of rights that are respected by laws default to whiteness Institutional Racism- Inequitable outcomes for nonwhite groups consistently, for decades, all over the country Counter Narrative- countering institutional bias of empirical process of inquiry & research Race-based Intervention- Addressing the root cause, not the effect, being race specific, not race neutral Naming the Oppressor- Proper diagnosis, Recasting the “blaming of the victim” not “blaming the oppressor” Centrality of Whiteness- White ideology, values, and interests are at the center of all aspects of dominant culture & policy. White is “normal”, nonwhite is “different”, “racial”, not normal. Implicit Bias- Inequality is reproduced regardless of individuals in the institution or assumed institutional intolerance of racism Traditional Narrative- Affirming validity of humanity through story and narrative from the Subject, not interpretation from the observer Parallel process- The necessity of both site- based interventions as well as broader institutional change on a fundamental level and over the long term Demystifying Racism- Ceasing to view the effects of racism from the restrictive view. White Supremacy- All nonwhites are naturally inferior, (post-modern form- nonwhites are permanently disadvantaged) Restrictive vs. Expansive view- The legal burden of the victim to prove racist intent of policy instead of proving race-based impact (explicit vs. implicitly racist) Decentralizing Whiteness- Reframing and recasting the perspective from the experience of the Subject through narrative. It’s the Adults stupid!- Relentless focus on adults not children as the target for change with the indicators in the student outcomes Addressing the cause not the effect - Refocusing attention on white supremacy, not those it impacts (going upstream) Institutional Nurturing- Individuals caring is not enough. The institution must function in a race responsive way toward equity Picks the right target- Not confusing race- based impact with other overlapping forms of oppression like poverty, class, geography, etc.
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Transcript of Critical Race Theory education model
APPLIED CRITICAL RACE THEORY MODEL FOR EDUCATION Ideological Basis According to CRT the ideological foundation of this country is implicitly biased against all non-whites
Institutional Basis Major institutions in this country implicitly function to keep white privilege in place.
Narrative CRT uses narrative in research to substantiate the problem as well a in interventions that address inequity in education
Applying CRT Effective interventions should address equity problems using CRT tenets for the purpose of eliminating inequitable outcomes
Importance of CRT CRT is interdisciplinary and compliments many other frameworks but serves a critically unique function in equity analysis in education
Whiteness as Property- Possession of rights that are respected by laws default to whiteness
Institutional Racism- Inequitable outcomes for nonwhite groups consistently, for decades, all over the country
Counter Narrative- countering institutional bias of empirical process of inquiry & research
Race-based Intervention- Addressing the root cause, not the effect, being race specific, not race neutral
Naming the Oppressor- Proper diagnosis, Recasting the “blaming of the victim” not “blaming the oppressor”
Centrality of Whiteness- White ideology, values, and interests are at the center of all aspects of dominant culture & policy. White is “normal”, nonwhite is “different”, “racial”, not normal.
Implicit Bias- Inequality is reproduced regardless of individuals in the institution or assumed institutional intolerance of racism
Traditional Narrative- Affirming validity of humanity through story and narrative from the Subject, not interpretation from the observer
Parallel process- The necessity of both site-based interventions as well as broader institutional change on a fundamental level and over the long term
Demystifying Racism- Ceasing to view the effects of racism from the restrictive view.
White Supremacy- All nonwhites are naturally inferior, (post-modern form- nonwhites are permanently disadvantaged)
Restrictive vs. Expansive view- The legal burden of the victim to prove racist intent of policy instead of proving race-based impact (explicit vs. implicitly racist)
Decentralizing Whiteness- Reframing and recasting the perspective from the experience of the Subject through narrative.
It’s the Adults stupid!- Relentless focus on adults not children as the target for change with the indicators in the student outcomes
Addressing the cause not the e f f e c t- Refocusing attention on white supremacy, not those it impacts (going upstream)
Institutional Nurturing- Individuals caring is not enough. The institution must function in a race responsive way toward equity
Picks the right target- Not confusing race-based impact with other overlapping forms of oppression like poverty, class, geography, etc.
Ideological Basis to CRT
Whiteness as property Possession of rights that are respected by laws defaults to whiteness first Centrality of Whiteness White ideology, values, and interests are at the center of all aspects of dominant culture & policy. White is ‘normal’ & nonwhite is ‘different’. White supremacy Scientific & religious frameworks of white moral, physical, intellectual superiority: natural selection & manifest destiny. (post-modern form: nonwhites are permanently disadvantaged)
Applying CRT in the field of Education
Race-based Intervention- Addressing the root cause, not the effect, being race specific, not race-neutral Parallel process- The necessity of both site-based interventions as well as broader institutional change on a fundamental level and over the long term It’s the Adults stupid!- Relentless focus on adults not children as the target for change with the indicators in the student outcomes Institutional Nurturing- Individuals caring is not enough. The institution must function in a race responsive way toward equity
The use of Narrative in
CRT Counter Narrative- countering institutional bias of inquiry & research Traditional Narrative- Affirming validity of humanity through story and narrative Decentralizing Whiteness- Reframing and recasting from the experience of the oppressed through narrative
Institutional Basis to CRT
Institutional Racism- Inequitable outcomes for nonwhite groups consistently, for decades, all over the country Implicit Bias- Inequality is reproduced regardless of individuals in the institution or assumed institutional intolerance of racism Restrictive vs. Expansive view- The legal burden of the victim to prove racist intent of policy instead of proving race-based impact (explicit vs. implicitly racist)
APPLIED CRITICAL RACE THEORY
