ABSTRACT
This chapter interrogates teacher evaluation through the lens of critical race theory (CRT). CRT is applied to the analysis of nationally recognized teacher evaluation models to unveil a masternarrative of objectivity and neutrality that positions the dominant culture at the center of teacher evaluation, and CLD learners at the margins. CRT in education is defined as: “a framework or set of basic perspectives, methods, and pedagogy that seeks to identify, analyze, and transform those structural, cultural, and interpersonal aspects of education that maintain the marginal position and subordination of Students of Color”. CRT foregrounds race as the most essential construct for analyzing inequity, challenging oppressive systems, and identifying solutions for a more just society. Race is socially constructed; thus, “the meanings, messages, results, and consequences of race are developed and constructed by human beings”. One of the most important functions of CRT is to deconstruct and counteract masternarratives.
