ABSTRACT
In reviewing the scope and aims of this anthology, “Integration Betrayed,” we realized a possible gap in the discourse of themes regarding the resegregation of the U.S educational system, in particular is the issue of pedagogy. Because Critical Race Theory (CRT) is central to our discussion regarding pedagogy as a tool for social justice educators, we are of the belief that CRT in education should acknowledge how multiple identities inclusive of class, gender, sexuality, (dis)ability, immigration status, and language are experienced in teaching within educational and community settings. Furthermore, it is our belief that by engaging with policy and practice around issues of race, educators may sometimes fail to include in their discussion the perspective and lived experiences of their students in their teaching (Acuña, 2009).
