Full Description
In traditional educational research, race is treated as merely a variable. In 1995, Gloria Ladson-Billings and William F. Tate, IV argued that race is under-theorized in education and called for educational researchers to pay closer attention to the relationship between race and educational inequity (Ladson-Billings and Tate, 1995). In particular, they argued, drawing on legal scholar, Derrick Bell's notion of Racial Realism (Bell, 1995), that racialized inequities are not accidental or aberrant; rather, racialized educational inequities are the result of particular and specific policies and practices that are designed to maintain particular forms of dominance and marginalization. More specifically, Bell and later Ladson-Billings and Tate, argue that racial inequity persists despite liberal policies and legislation that were ostensibly designed to eradicate it. The Racial Realist perspective takes into the consideration the longevity and history of racism, racial inequity and White supremacy in the U.S. and serves as a mirror to reflect back the limitations of proposed policies and legislation that fail to address those issues. In this way, Critical Race Theory and the scholars who draw on CRT, view our work as an important "check and balance" in the effort toward racial equality.
Contents
Foreword, Gloria Ladson-Billings.
Introduction, Adrienne D. Dixson.
Section I. Historical View of Race Research in Education.
Chapter 1. Critical Race Theory Moments as Sites of Evidence in Teacher Education, Richard Milner and Elizabeth Selfe
Chapter 2. From Carter G. Woodson to Critical Race Curriculum Studies: Fieldnotes on Confronting the History of White Supremacy in Educational Knowledge and Practice, Kristen Buras
Chapter 3. Race Matters in Education Policymaking and Implementation, Adriane Williams
Section II. Race and Educational Policy and Practice.
Chapter 4. Teachers and Students Living Culturally and Intellectually: Ethnographic Mediation in the Urban School Context, Julio Cammarota & Luis Moll
Chapter 5. The Racializing Function of Medium-of-Instruction Policies in Indigenous/Minority Schooling, Teresa McCarty
Chapter 6. From Their Perspectives: Using Critical Race Theory to Examine Parent-School Relationships African American Middle Class Parents Experience in Public Secondary Schools, Rema Reynolds
Section III. Teaching Race and Doing Race Research.
Chapter 7. Toward a Theory of the Ethnography of Whiteness, Kenneth Varner
Chapter 8. Complex Orientations of Racial Insider Status: A Case of an African American Male Researcher, Anthony L. Brown
Chapter 9. I'm No Longer Interested: Challenges of Researching Race for Scholars of Color, Adrienne D. Dixson and Vanessa Dodo-Seriki
Chapter 10. When One Door Opens, Another One Closes: Experiences and the Contradictions of Centering Race in Ethnographic Research, Keffrelyn D. Brown
Chapter 11. Teaching Race and Qualitative Research in Education in the United States, Thandeka Chapman
