ABSTRACT
This chapter discusses the ways Critical Race Theory (CRT) centers Outsider, Mestiza and Trans-gressive knowledges. It outlines the theoretical framework of CRT. The chapter critiques the assumption that students of Color come to the classroom with cultural deficiencies. Utilizing a CRT lens, it challenge traditional interpretations of Bourdieu's cultural capital theory and introduce an alternative concept called 'community cultural wealth'. The chapter describes at least six forms of capital that make up community cultural wealth and usually go unacknowledged or unrecognized. It notes the potential of community cultural wealth to transform the process of schooling by examining some of the underutilized assets Students of Color bring with them from their homes and communities into the classroom. CRT centers the view of research, pedagogy and policy on Communities of Color and calls into question White middle-class communities as the standard by which all others are to be judged.
