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The 20th-Year Anniversary of Critical Race Theory in Education: Implications for Leading to Eliminate Racism

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Title: The 20th-Year Anniversary of Critical Race Theory in Education: Implications for Leading to Eliminate Racism
Language: English
Authors: Capper, Colleen A.
Source: Educational Administration Quarterly. Dec 2015 51(5):791-833.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 43
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Information Analyses
Descriptors: Race, Critical Theory, Instructional Leadership, Racial Bias, Politics of Education, Teaching Methods, Educational History, Epistemology, Self Concept, Criticism, Whites, Personal Narratives, Equal Education, Educational Policy, Literature Reviews
DOI: 10.1177/0013161X15607616
ISSN: 0013-161X
Abstract: Purpose: Though the first published application of critical race theory (CRT) to education occurred 20 years ago, implications of CRT for educational leadership did not occur until López conducted a CRT analysis of the politics of education literature in 2003. No publications explicitly identify the implications of CRT for leadership practice. Given the gap in the literature, the research question that anchors this article asks, "How can CRT inform educational leadership to eliminate racism?" Research Method: To address the research question, I conducted a literature analysis of CRT in educational leadership, identified the CRT tenets that guided each publication, and derived six primary, interrelated CRT tenets from this analysis. I also extracted from the publications explicit and implicit implications for leadership practice as these implications related directly to each of the six CRT tenets. Findings/Implications: I describe each of the CRT tenets and explain how each can inform educational leadership practice. To close the article, I propose a CRT Inventory for Leading to Eliminate Racism. The Inventory suggests questions to guide leadership practice for each of the CRT tenets. I also offer implications for future research.
Abstractor: As Provided
Number of References: 88
Entry Date: 2015
Accession Number: EJ1079304
Database: ERIC
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Purpose: Though the first published application of critical race theory (CRT) to education occurred 20 years ago, implications of CRT for educational leadership did not occur until López conducted a CRT analysis of the politics of education literature in 2003. No publications explicitly identify the implications of CRT for leadership practice. Given the gap in the literature, the research question that anchors this article asks, "How can CRT inform educational leadership to eliminate racism?" Research Method: To address the research question, I conducted a literature analysis of CRT in educational leadership, identified the CRT tenets that guided each publication, and derived six primary, interrelated CRT tenets from this analysis. I also extracted from the publications explicit and implicit implications for leadership practice as these implications related directly to each of the six CRT tenets. Findings/Implications: I describe each of the CRT tenets and explain how each can inform educational leadership practice. To close the article, I propose a CRT Inventory for Leading to Eliminate Racism. The Inventory suggests questions to guide leadership practice for each of the CRT tenets. I also offer implications for future research.
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