ABSTRACT
This chapter shows how critical race theory (CRT) was essential in cultivating racial literacy among elementary students in a predominantly white, Southern town. The chapter is informed by Solórzano’s critical race methodology and Berry and Stovall’s (2013) notion of revolutionizing the curriculum. The chapter provides examples that clarify how CRT can be used to reconceptualize grade-level standards for social studies and literacy. The chapter offers a model for recrafting curricula for purposes of social justice, where students explore the embeddedness of racism via the unequal distribution of rights and resources so they can pursue full and equitable access to society.
