7 1 0 2 y a M 1 3 1 3 : 2 2 t a ] o g e i D n a S a, i n r o f i l a C f o y t i s r e v i n U [ y b d e d a o l n w o D CRITICAL RACE THEORY IN 7 EDUCATION 1 0 2 y a M 1 3 1 3 : 2 2 t a ] o g e i D n Appropriate for both students curious about Critical Race Theory (CRT) and a S established scholars, Critical Race Theory in Education is a valuable guide to how a, this theoretical lens can help better understand and seek solutions to educational i n inequity. While CRT has been established as a vital theoretical framework for r o f understanding the ways race-neutral policies and laws sustain and promote racial i l a inequity, questions around how to engage and use CRT remain. This second C edition of Critical Race Theory in Education evaluates the role of CRT in the f y o fieldofeducation,answeringimportantquestionsabouthowweshouldunderstand it and account for racial disparities in our school systems. Parts I and II trace the s er roots of CRT from the legal scholarship in which it originated to the educational v i discourse in which it now resides. A much-anticipated Part III examines con- n U temporary issues in racial discourse and offers all-important practical methods for [ y adopting CRT in the classroom. b d de Adrienne D. Dixson is Associate Professor of Critical Race Theory and a o Education at the University of Illinois. l n w o Celia K. Rousseau Anderson is Associate Professor of Instruction and D Curriculum Leadership at the University of Memphis. Jamel K. Donnor is Associate Professor in the School of Education at the College of William and Mary. 7 1 0 2 y a M 1 3 1 3 : 2 2 t a ] o g e i D n a S a, ni This page intentionally left blank r o f i l a C f o y t i s r e v i n U [ y b d e d a o l n w o D CRITICAL RACE THEORY 7 IN EDUCATION 1 0 2 y a M ’ 1 All God s Children Got a Song 3 1 3 : 2 2 t a ] o g e i D n a S a, i n Edited by Adrienne D. Dixson, r o if Celia K. Rousseau Anderson, l a C and Jamel K. Donnor f o y t i s r e v i n U [ y b d e d a o l n w o D K RKOR LONDONLONDON OY LONDONLONDON Y LONDONANDNEWYORK Firstpublished2017 byRoutledge 711ThirdAvenue,NewYork,NY10017 andbyRoutledge 2ParkSquare,MiltonPark,Abingdon,OxonOX144RN 7 RoutledgeisanimprintoftheTaylor&FrancisGroup,aninformabusiness 1 0 ©2017Taylor&Francis 2 y Therightoftheeditorstobeidentifiedastheauthorsoftheeditorialmaterial, a andoftheauthorsfortheirindividualchapters,hasbeenassertedinaccordance M withsections77and78oftheCopyright,DesignsandPatentsAct1988. 1 3 Allrightsreserved.Nopartofthisbookmaybereprintedorreproducedor 1 utilisedinanyformorbyanyelectronic,mechanical,orothermeans,now 3 knownorhereafterinvented,includingphotocopyingandrecording,orinany : 2 informationstorageorretrievalsystem,withoutpermissioninwritingfromthe 2 t publishers. a ] Trademarknotice:Productorcorporatenamesmaybetrademarksorregistered o trademarks,andareusedonlyforidentificationandexplanationwithoutintent g e toinfringe. i D LibraryofCongressCataloginginPublicationData n Names:Dixson,AdrienneD.,editor.|Rousseau,CeliaK.,editor.| a S Donner,JamelK.,editor. a, Title:Criticalracetheoryineducation:allgod’schildrengotasong/edited i byAdrienneDixson,CeliaRousseau,andJamelDonner. n r Description:2ndedition.|NewYork,NY:Routledgeisanimprintofthe o Taylor&FrancisGroup,anInformaBusiness,[2017]|Includesbibliographical f li references. Ca Identifiers:LCCN2016009881(print)|LCCN2016021120(ebook)| f ISBN9781138891142(hardback)|ISBN9781138891159(pbk.)| o ISBN9781315709796(ebk)|ISBN9781315709796(eBook) y Subjects:LCSH:Criticalpedagogy.|Racismineducation.|Discriminationin t si education. er Classification:LCCLC196.D592017(print)|LCCLC196(ebook)| v DDC370.89--dc23 i n LCrecordavailableathttps://lccn.loc.gov/2016009881 U [ y ISBN:978-1-138-89114-2(hbk) b ISBN:978-1-138-89115-9(pbk) d ISBN:978-1-315-70979-6(ebk) e d a TypesetinBembo o l byTaylor&FrancisBooks n w o D CONTENTS 7 1 0 2 y a M 1 3 1 3 : 2 2 t a ] o g e i D n Sa Foreword: The Evolving Role of Critical Race Theory in Educational a, Scholarship vii i n Gloria Ladson-Billings r o f i l a C f Introduction: Critical Race Theory and Education: Singing a o y “New” Song 1 t si Adrienne D. Dixson and Celia K. Rousseau Anderson r e v i n U PARTI [ y Critical Race Theory and Education in Context 9 b d 1 Toward a Critical Race Theory of Education 11 e d a Gloria Ladson-Billings and William F. Tate IV o l n 2 And We Are STILL Not Saved: 20 Years of CRT and w o Education 32 D Adrienne D. Dixson and Celia K. Rousseau Anderson PARTII Key Writings on Critical Race Theory in Education 55 3 The First Day of School: A CRT Story 57 Adrienne D. Dixson and Celia K. Rousseau Anderson vi Contents 4 Critical Race Ethnography in Education: Narrative, Inequality, and the Problem of Epistemology 65 Garrett Albert Duncan 5 Critical Race Theory beyond North America: Towards a Trans-Atlantic Dialogue on Racism and Antiracism in 7 Educational Theory and Praxis 87 1 0 David Gillborn 2 y a 6 Whose Culture Has Capital? A Critical Race Theory M 1 Discussion of Community Cultural Wealth 113 3 Tara J. Yosso 1 3 : 7 Ethics, Engineering, and the Challenge of Racial Reform in 2 2 t Education 137 a ] William F. Tate IV o g e i D PARTIII n a Critical Race Theory at 20 Years 145 S a, 8 A Focus on Higher Education: Fisher v. University of Texas at i n r Austin and the New White Nationalism 147 o if Jamel K. Donnor l a C f 9 The New Racial Preferences: Rethinking Racial Projects 157 o y Devon W. Carbado and Cheryl I. Harris t si 10 Beyond the “Tenets”: Reconsidering Critical Race Theory in r e v Higher Education Scholarship 182 i n U Lorenzo DuBois Baber [ y b d Index 200 e d a o l n w o D FOREWORD 7 1 The Evolving Role of Critical Race Theory in 0 2 y Educational Scholarship a M 1 3 Gloria Ladson-Billings 1 3 : 2 2 t a ] o g e i A majority of the chapters that comprise this book come from a symposium held D n at the annual meeting of the American Educational Research Association a (AERA) in April 2004. The title of the session was “And we are still not saved.” S a, This title has two sources. One source is critical race theory (CRT) legal scholar, ni Derrick Bell (1992), who used it in the title of his book on the “elusive quest for r o racial justice.” The other source is its true source—the Biblical passage from the f ali prophet Jeremiah (Jer. 8: 20) who mourned for his people’s lack of deliverance f C withthe words,“The harvest is past, thesummer isended,and we are not saved.” o Bell used this scriptural passage because he felt it appropriately described the plight y t of people of color, particularly African-American people, in this present age. i s er The session organizers amended the title to say, “And we are still not saved” as v i anindicatorofthelimitedprogressthatwehavemadeineducationalequitysince n U William Tate and I raised the issue of critical race theory in education 10 years [ y ago at AERA and subsequently in a paper published in Teachers College Record d b (1995). It seems hard to believe that a decade has gone by since the term “critical e race theory” was introduced into educational scholarship, and at the same time it d a o is a very appropriate interval at which to take stock of where we are. nl The chapters in this book take different approaches to explain where we are w o and where we need to go. Two chapters address the state of the literature to this D point—onesituatedwithinaUScontextandtheotherexamining“race”literature in the UK. Several chapters offer an application of the theory and three represent extensions of critical race theory concepts. The totality of this text offers a variety of perspectives on CRT and its usefulness in education. What follows are my thoughts on a few of the individual chapters. In her chapter, Yosso reasserts the significance of race in our social science discourse and pushes us to move past Black–White binaries. This work reminds me of more complex renderings of race such as that in Howard Winant’s (2001) viii Foreword work (particularly, The world is a ghetto: race and democracy since World War II) that articulatestherace-makingprojectinmodernityandprovidesanimportanthistorical and international context in which to understand our present racial predicament. I find Yosso’s CRT family tree intriguing but caution against the construction of such lineages because of the possibility of unsubstantiated alliances or unintended omissions. I am reminded that conversations about the critical theory project 7 1 acknowledge the work of the Frankfurt School but omit Du Bois, who was an 0 2 intellectual contemporary of the members of the Frankfurt School who not only y asked similar questions but also was studying in Germany at the same moment a M these critical formulations were emerging. 1 It is also important to investigate the genealogy of the Black–White binaries. 3 1 Some of the demographic literature (Lee, 1993) indicate that in 1890, when 3 2: question four (“What is your race?”) was first included in the census, there were 2 t almost 16 racial categories ranging from White to Black. There were categories ] a for degrees of Blackness such as “mulatto,” “quadroon,” and “octoroon.” Over o g themore than100-yearhistoryofthequestion onthecensus formthetwostable e i categories have been Black and White, and while other groups may not have D n been able to take full advantage of the privilege of Whiteness, there are historical a S instances where they have been categorized as such. a, Asian Indians were phenotypically determined to be White. In the Lemon i n Grove School District Incident, Mexican American parents won their suit against r o f havingtheir children sent to asegregatedschoolbecause they were categorized as i al White, and for a short time the Cherokee Indians were considered White as they C f worked hard to assimilate into US society. So the real issue is not necessarily the y o Black–White binary as much as it is the way everyone regardless of his/her it declared racial and ethnic identity is positioned in relation to Whiteness. Indeed, s er during his US presidential administration Bill Clinton’s class position made his v i grip on Whiteness quite tenuous. Scholars like Vijay Prashad (2001) in his book, n U Everybody was kung fu fighting: Afro-Asian connections and the myth of cultural purity, [ y challenge the hegemony of White racial discourses and help us reorganize our b d discourses from “us versus them” to a look at both symbolic and structural barriers e d that are constructed as a result of White supremacist discourses. oa In addition to tracing the lineage of CRT, Yosso also offers an articulation of l n cultural capital that departs from tradition. I appreciate Yosso’s re-articulation of w o Bourdieu’s (in Bourdieu & Passeron, 1990) notion of cultural capital to include D the notion of “funds of knowledge” found in Moll’s (in Gonzales et al., 2004) andotherLatinoscholars’workandencouragethemnottobenaïveabouttheway capitalcanbedeployedasawaytocreatehierarchyandinequity,i.e.,theinstitutions of a capitalist and White supremacist society will happily allow you to have your new forms of capital as long as they do not infringe on their old established ones. Moreinsidious,theywillappropriateyourformsofcapitalandrepackagethemto produce their forms. A great example of this is the Coca-Cola commercial airing onUS television whereabrown-skinned youngman comestohisapartmentand Foreword ix finds a plate with empanadas and Coke, ostensibly from his mother. A few min- utes later as he is finishing the treat, his Black roommate arrives and finds a note in the kitchen to Tito from Mom and is furious that his roommate ate his homemadetreat. The media inthis instance is playing on our immediate tendency toseparatecategoriesofLatino-nessfromcategoriesofBlacknessasa“twist”in the commercial—i.e., the Black person could not be the Latino person. 7 1 The Dixson and Rousseau Anderson chapters constitute a review of the 0 2 literature in critical race theory that speaks directly to CRT in education. What I y findparticularlyappealingaboutthisreviewisthatitisgenealogicalandsynthetic. a M Perhaps it is my graduate adviser bias but I am pleased to see a review where the 1 literature is in conversation with itself. Too often, we merely see a litany of work 3 1 inanareawithoutanytypeofscholarlyintegration.Thissyntheticapproachhelps 3 2: the reader understand how this project has emerged over the last 10 years in t 2 education. Because the literature is relatively thin in the field, Dixson and a ] Rousseau Anderson have the opportunity to provide a more robust treatment of o g what has happened over the past decade. Like Yosso, Dixson and Rousseau e i Anderson present their review through a set of generally agreed-upon features of D n CRT. Their work is a more traditional search of the literature that indicates the Sa fieldisstillinitsinfancyineducation(perhapsbecauseofmysternwarningtofolks a, in education to proceed with caution). Their chapters do a good job of pullingat ni thematicstrandsandhighlightCrenshaw’s(1988)notionofrestrictedandexpansive r o f views of equality (which is one of the more underdeveloped themes of CRT in i al education).Thisisparticularlytimelyaswelookatcommemorationsoflandmark C f USlegaldecisionsofBrownvsBoardofEducationandLauvsNichols,that addressed o y school segregation and bilingual education, respectively. it DixsonandRousseauAndersonalsopayattentiontothestorytellingaspectofCRT s er with their opening vignette. I sometimes worry that scholars who are attracted to v i CRT focusonstorytellingtotheexclusionofthecentral ideassuchstoriespurport n U to illustrate. Thus I clamour for richer, more detailed stories that place our stories [ y in more robust and powerful contexts. For example, Patricia Williams’ (1991) b d discussion of finding the bill of sale for her enslaved great grandmother is a e d powerfulstorytosetuptheworkofstudentsinacontractslawcourse.Thepoint a o here is not the titillation of the story but rather the way notions of contracts are l n not sterile or neutral. They are a part of larger social contexts that can be used to w o exploit one person or group while simultaneously advantaging another. D The Duncan chapter is also an extension of CRT and represents a fresh cut on what Tate and I originally proposed. In his use of allochronism and coevalness he incorporates the anthropological literature into the CRT race project in new and exciting ways. In particular, he points to the allochronic discourses present in both historical and contemporary education. In this way, Duncan provides a lens through which to understand the role of time in the construction of educational inequity. While Duncan points to the way school creates race for everyone, regardless of racial and ethnic affiliation, I argue that race is one of those concepts