Critical Race Theory and the Perspectives of Black Men Teachers in the Los Angeles Public Schools (original) (raw)
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Education is both a racial and class project. This means that a multidimensional theory of educational stratification is necessary if an accurate appraisal of schooling's modern appearance in capitalist, racialized states is central to the research endeavor. Critiques of capitalism are found in critical pedagogy and Marxist studies of education since the 1970s, which argue that schooling's intellectual division of labor mirrors the material structures of a capitalist division of labor. In addition, the advent of critical race theory in education since 1995 provides compelling evidence that schooling is not only an ideological apparatus of the capitalist state but also equally of the racist state. Together, developing a critical class theory and critical race theory of education offers a more complete explanation of educational stratification in order to understand its processes and perhaps ways to intervene in them.
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In this paper, I utilize three tenets of Critical Race Theory in education—racism is normal, whiteness as property, and interest convergence—to illuminate the overt and covert ways racial inequity is preserved in the contemporary climate of public schooling and corpora-tized education reform efforts, as well as the particularly troubling situation wherein communities of color have repeatedly been promised educational improvement and enrichment , but have rarely received it. I then attempt to connect what is with what might be, using Derrick Bell's theory of racial realism as a tool for understanding the very potent reality of this situation and how students, parents, educators, communities, activists and scholars can and do confront this reality as a form of empowerment in itself, and as such, can enact change.
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What can critical race theory, a movement that has its roots in legal scholarship, contribute to research in education? Plenty, as it turns out. Much of the national dialogue on race relations takes place in the context of education--in continuing desegregation and affirmative action battles, in debates about bilingual education programs, and in the controversy surrounding race and ethnicity studies departments at colleges and universities. More centrally, the use of critical race theory offers a way to understand how ostensibly race-neutral structures in education--knowledge, truth, merit, objectivity, and "good education"--are in fact ways of forming and policing the racial boundaries of white supremacy and racism (Roithmayr, 1999, p. 4).