ABSTRACT
This edited book shows how critical race theory (CRT) can shape teacher practices in ways that improve educational outcomes for all children, especially those most marginalized in PreK-20 classrooms.
The volume bridges the gap between the theoretical foundations of critical race theory and its application in formal and informal learning environments. To promote an active and interdisciplinary engagement of critical race praxis, it illuminates the pedagogical possibilities of using CRT while explicitly addressing grade span-specific content area standards and skills. Each chapter explores how educators use a critical race theory lens to deepen student learning, teach honestly about racism and white supremacy, and actively prepare learners to equitably participate in a multiracial democracy.
Written for pre- and in-service teachers, teacher educators, and anti-racist community stakeholders, the text addresses the applicability of CRT as a pedagogical practice for PreK-20 educators seeking to meaningfully combat intersectional racial injustice and to create a more just democracy. This book is necessary reading for educators, and courses in Educational Foundations, Anti-Racist Education, Social Justice Education, Curriculum Studies, Educational Leadership, and Multicultural Education.
TABLE OF CONTENTS
part I|23 pages
CRT Practices in Early Childhood and Elementary Classrooms
chapter 1|10 pages
“We Make Some Woke Kids”
chapter 2|11 pages
America's Long History of Racializing Epidemics
part II|70 pages
CRT Practices in Middle and Secondary Classrooms
chapter 3|11 pages
Coloring in the Lines
chapter 7|11 pages
Centering the Histories, Experiences, and Narratives of Communities of Color Through a Social Studies Counternarrative
chapter 8|8 pages
Looking to the Past for a More Just Future
chapter 9|9 pages
Testimonio Art as Critical Praxis
part III|40 pages
Implications of Informal Learning Spaces for Formal Classroom Spaces