ABSTRACT
Among the communities of critical race theorists and its detractors in education, there is an apparent rift as to what theoretical construct best contributes to the social justice project in education. Conferences and meetings have served as quasi-battle grounds for theorists, activists and scholars to go back and forth about what theoretical construct has the greatest bearing on educational praxis. Again, Critical Race Theory (CRT) recognizes the complexity of racial dynamics. Such intricacy requires the ability to speak across numerous boundaries to highlight common points of interest that not only seek to eliminate White supremacy, but on the most practical level engage communities in building coalitions. Offering a critique of CRT, Darder and Torres are correct in that CRT is a theory critical of the common assumptions placed within the context of race.
