252a Race and Pedagogy Project - Research Archive » Critical Race Theory and Pedagogy

Critical Race Theory and Pedagogy

November 17, 2005

Williams, Patricia J. “On Being the Object of Property (a gift of intelligent rage).” The Alchemy of Race and Rights. Cambridge: Harvard UP, 1991. 216-236.

November 17th 2005 Posted to Race and the Academic Institution, Critical Race Theory and Pedagogy, Race, Gender and Sexuality, Pedagogy and Mixed Race, African American, Court & Policy Issues

Utilizing a combination of feminist personal narrative and legal discourse, Williams analyzes how contract law and the legal institution exercise a “deadening power” by creating in the individual “a passive relationship to the document: it is the contract that governs, that ‘does’ everything, that absorbs all responsibility and deflects all other recourse.” (224) She explores in particular how this quality of contract negatively affects those who have been institutionally (and thus legally) formulated as inferior: people of color and women. (Read the article)

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November 3, 2005

Giroux, Henry A. “Insurgent Multiculturalism and the Promise of Pedagogy,” Multiculturalism: A Critical Reader. Ed. David Theo Goldberg. Cambridge, MA: Blackwell, 1994, 325-343.

November 03rd 2005 Posted to Critical Race Theory and Pedagogy, The Academy

In this article Giroux argues that both conservative and liberal forms of multiculturalism do not go far enough to expose white racism and promote social justice. Whether in the classroom, the corporation or in the political arena, multicultural discourse tends to essentialize minority cultures and ignore underlying power structures. Giroux proposes a form of “insurgent multiculturalism” that would “strip white supremacy of its legitimacy and authority” (326). According to Giroux, schools and institutions of higher learning should use this “insurgent” version of multiculturalism as a “tool for critical understanding and the pluralizing of differences; it must also be used as an ethical and political referent which allows teachers and students to understand how power works in the interest of dominant social relations, and how such relations can be challenged and transformed” (337). (Read the article)

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September 9, 2005

McLaren, Peter and Ramin Farahmandpur. Teaching Against Global Capitalism and the New Imperialism: A Critical Pedagogy. Lanham, MD: Rowman & Littlefield Publishers, Inc., 2005.

September 09th 2005 Posted to Critical Race Theory and Pedagogy, Race and Globalization, Race, Class and Pedagogy, Public School Initiatives

In this book McLaren and Farahmandpur pose a Marxist critique of postmodern, liberal pedagogy, arguing that its emphasis on “diversity” and “multiculturalism” obscures underlying class issues. McLaren and Farahmandpur believe that in an age of global capitalism and neo-imperialism it has become critical for educators on all levels to acknowledge and resist capitalism in their classrooms: “In the space that follows, we attempt to sketch out in broad strokes the key characteristics of a socialist working-class pedagogy that attempts to move beyond liberal and Left-liberal efforts at making capitalist schooling less barbaric and more democratic. The democratic working-class pedagogy that we envision here agitates on behalf of pedagogical practice connected to a larger socialist project” (52). (Read the article)

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Critical Race Theory and Pedagogy Bibliography

September 09th 2005 Posted to Critical Race Theory and Pedagogy

Ladson-Billings, Gloria and William F. Tate, IV. “Toward a Critical Race Theory of Education.” Teachers College Record 97:1 (Fall 1995): 47-68.

Lintner, Timothy. “Savage and the Slave: Critical Race Theory, Racial Stereotyping, and the Teaching of American History,” The Journal of Social Studies Research, Spring, 2004. (Read the article)

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2095 September 5, 2005

Wing, Adrien Katherine. Critical Race Theory: Critical Race Feminism. Course Syllabus, Spring 2005.

September 05th 2005 Posted to Critical Race Theory and Pedagogy, Race, Gender and Sexuality

As author of over 70 publications and editor of both Critical Race Feminism: A Reader and Global Critical Race Feminism: An International Reader, Adrien Katherine Wing has been instrumental to the development of Crtical Race Theory along feminist lines. Her Spring 2005 course syllabus for Critical Race Theory: Critical Race Feminism–located online through her University of Iowa homepage–is a practical resource with suggestions for course design and further reading. (Read the article)

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September 3, 2005

Gutiérrez-Jones, Carl. Critical Race Narratives: A Study of Race, Rhetoric, and Injury. New York: New York University Press, 2001.

September 03rd 2005 Posted to Race, Literacy and Pedagogy, Race and the Academic Institution, Critical Race Theory and Pedagogy

Focusing on the practice and theorization of narrative strategies, Gutiérrez-Jones engages many of the most influential texts in the recent race debates-including The Bell Curve, America in Black and White, The Alchemy of Race and Rights, and The Mismeasure of Man. In the process, Critical Race Narratives pursues key questions posed by the texts as they work within, or against, disciplinary expectations: can critical engagements with narrative enable a more democratic dialogue regarding race? what promise does such experimentation hold for working through the traumatic legacy of racism in the United States? Throughout, Critical Race Narratives initiates a timely dialogue between race-focused narrative experiment in scholarly writing and similar work in literary texts and popular culture.

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August 10, 2005

Darder, Antonia and Rodolfo D. Torres. After Race: Racism After Multiculturalism. New York: New York UP, 2004.

August 10th 2005 Posted to Race and the Academic Institution, Critical Race Theory and Pedagogy, Race and Globalization, Pedagogy and Mixed Race, Race, Class and Pedagogy, Latina/o American, The Academy 2188

In this book, Darder and Torres critique the concept of “race” in contemporary political and academic rhetoric as a mask for the class oppression that underlies late capitalist American society. “The problem of the twenty-first century is the problem of “race”—an ideology that has served well to successfully obscure and disguise class interests behind the smokescreen of multiculturalism, diversity, difference, and more recently, whiteness,” write Darder and Torres (1). Darder and Torres focus their Marxist analysis on the United States education system, and specifically on the key issues of bilingual education, standardized testing, critical race theory and Latino studies departments. They argue that if any real changes are going to be made in educational policy, the concept of ‘race’ must be dismantled and the underlying class issues revealed and critiqued. (Read the article)

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July 25, 2005

Isaksen, Judy. “From Critical Race Theory to Composition Studies: Pedagogy and Theory Building.” Legal Studies Forum v.24 n.3-4: 695-711.

July 25th 2005 Posted to Race, Literacy and Pedagogy, Critical Race Theory and Pedagogy

This essay argues for a greater degree of collaboration between Critical Race Theory (CRT) and Composition Studies. The essay emphasizes in particular the shared concern in these fields with promoting agency through the development of discursive expression. The essay begins with a review of CRT, tracing its origins from a critique of Critical Legal Studies, and from student activism at Harvard (both taking place in the 1980s). (Read the article)

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Lynn, Marvin. “Toward a Critical Race Pedagogy.” Urban Education v.33 n.5 (January 1999): 606-626.

July 25th 2005 Posted to Critical Race Theory and Pedagogy, Race, Class and Pedagogy

This article explores links between African American emancipatory pedagogy and Critical Race Theory (CRT) in order to outline a critical race pedagogy. Lynn begins by summarizing scholarship that focuses on educational institutions that have systematically failed to address the needs of African American students. Lynn then offers a summary of CRT, describing it as “an emergent ethical and moralistic discourse on race and racism in the law.” CRT is subsequently used as a framework for interpreting ethnographic interviews conducted by the author with a select group of (K through 12) African American teachers. Based on the data gained through the interviews (data read in light of CRT), Lynn outlines the tenets of a critical race pedagogy. (Read the article)

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Darder, Antonia. “Creating the Conditions for Cultural Democracy in the Classroom,” Latinos and Education: A Critical Reader. Eds. Antonia Darder, Rodolfo D. Torres and Henry Gutierrez. New York: Routledge, 1997, pp.331-350.

July 25th 2005 Posted to Critical Race Theory and Pedagogy, Pedagogy and Mixed Race, Latina/o American

In this article Darder addresses the challenges faced by teachers in bicultural teaching environments. Basing much of her analysis on the theories of Antonio Gramsci and Paulo Freire, Darder argues that in order to create cultural democracy in the classroom (and, by extension, in society at large), teachers must do more than blindly implement a “multicultural” curriculum; they must also be made aware of the theoretical and political issues with which they are engaged. “…this critical view suggests that, prior to any engagement with instrumental questions of practice, educators must delve rigorously into those specific theoretical issues that are fundamental to the establishment of a culturally democratic foundation for a critical bicultural pedagogy,” writes Darder (331).< (Read the article)

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