'It's Not Even Happening in Our Classes': The Impossibilities of CRT as Racial Knowledge
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| Title: | 'It's Not Even Happening in Our Classes': The Impossibilities of CRT as Racial Knowledge |
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| Language: | English |
| Authors: | Brittany Jones, Tim Monreal, Anthony White |
| Source: | Critical Education. 2025 16(2):171-189. |
| Availability: | Institute for Critical Education Studies. 2125 Main Mall, EDCP, University of British Columbia, Vancouver, BC, V6T 1Z4 Canada. Tel: 604-822-2830; Web site: https://ices.library.ubc.ca/index.php/criticaled/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Critical Race Theory, Racism, Controversial Issues (Course Content), Censorship, Persuasive Discourse, Elementary Secondary Education, Cultural Pluralism, Inclusion, Diversity, Teacher Attitudes |
| Geographic Terms: | Indiana, Missouri, Texas, Arizona (Phoenix), Oklahoma (Oklahoma City) |
| ISSN: | 1920-4175 |
| Abstract: | Analogous to the political use of language itself in determining, even producing, student learning outcomes, the use of politically charged discourse circumscribes (the boundaries of) student learning opportunities. This 'positive' (i.e. productive) understanding of discourse does not only prohibit discussion about race and racism but helps determine how we can, even should, engage with issues related to race and racism. In light of both the power that discourse exerts upon students' and teachers' educational opportunities and the increasing racial diversity of the U.S. student population), such a development demands consideration of its potential impact on educator praxis. This paper explores how (anti-)CRT discourse contours and outlines the 'appropriate' teaching, discussion, and learning of race and racism within educational spaces. By examining 'moments' in (anti-)CRT discourse, including moments when educators push back against censorship efforts, this largely conceptual article seeks to highlight how discourse (unintentionally) produces 'normalized' and 'common sense' ways of thinking and teaching about race that get reified and (re)produced. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1469956 |
| Database: | ERIC |
| Abstract: | Analogous to the political use of language itself in determining, even producing, student learning outcomes, the use of politically charged discourse circumscribes (the boundaries of) student learning opportunities. This 'positive' (i.e. productive) understanding of discourse does not only prohibit discussion about race and racism but helps determine how we can, even should, engage with issues related to race and racism. In light of both the power that discourse exerts upon students' and teachers' educational opportunities and the increasing racial diversity of the U.S. student population), such a development demands consideration of its potential impact on educator praxis. This paper explores how (anti-)CRT discourse contours and outlines the 'appropriate' teaching, discussion, and learning of race and racism within educational spaces. By examining 'moments' in (anti-)CRT discourse, including moments when educators push back against censorship efforts, this largely conceptual article seeks to highlight how discourse (unintentionally) produces 'normalized' and 'common sense' ways of thinking and teaching about race that get reified and (re)produced. |
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| ISSN: | 1920-4175 |
