Micro-Level Practices—Critical Race Th eory Applied in Schools and Classrooms
Considering the kinds of macro-level, large-scale policies and practices we detail in chapters 4-7, we turn our attention in this chapter to the ways in which schools and classrooms are organized to maintain social inequalities based on race. To help make sense of the ways in which schools reproduce social inequalities, we utilize the guiding framework off ered by education scholars, most notably Daniel Solórzano (1998), Dolores Delgado Bernal (2002), and Tara Yosso (2002), around a critical race pedagogy. Pedagogy is understood as the study of how teachers teach and students learn. Th us, to make the principles of critical race theory relevant to schooling, the framework helps us to analyze the specifi c educational practices that contribute to educational inequality. Th is framework also identifi es more eff ective approaches to combat racism in education.