Critical Race Theory as explained by the man who actually teaches it

[Kooky]

Regardless of one's ideological persuasions, there are good faith arguments to be made for and against critical race pedagogy and it driving classroom behaviour by teachers who may lack the training, skills and knowledge to implement it effectively.

I'm looking forward to somebody making them at some point in some thread on RF, but the way this conversation is going, it doesn't look like they're going to be found here.

 

[Augustus]

I'm looking forward to somebody making them at some point in some thread on RF, but the way this conversation is going, it doesn't look like they're going to be found here.

Well there's one in the text you quoted for a start...

 

[Kooky]

Well there's one in the text you quoted for a start...

We could argue that in order to teach CRP properly, it behooves the public to teach its teachers properly on that subject, but for some reason I strongly doubt that that's the argument you wanted to make.

 

[Augustus]

We could argue that in order to teach CRP properly, it behooves the public to teach its teachers properly on that subject, but for some reason I strongly doubt that that's the argument you wanted to make.

Sending teachers on a couple of days of training is not going to make all that great of a difference.

But even if it was decided that CRP was a normative good and training them extensively in CRP methods was the best way to spend their highly limited budgets, it still wouldn't change the fact that a large number of them would be incompetent.

Whether it's the oh-so-earnest white liberal who wants to show how much she "gets it" but is really just massively awkward around minorities (like many seem to be), to the person who is ideologically opposed to the idea, to the stuck in their ways old-timers who will retire soon and the chap who just wants to teach maths. You went to school, there's a lot of bad teachers out there, and even many of the good ones wouldn't necessarily be good at that.

 

[Epic Beard Man]

Are you saying he doesn't misrepresent what he said at 1.55?

How?



Can you explain rationally why the author of the peer-reviewed article that is pro-critical race pedagogy should be dismissed out of hand as a "scholar"?



My point: The Prof is misrepresenting the argument of the other chap, I shall explain how...

You reply: "How dare you say the Prof doesn't understand CRT!!!!!! Look at mine and his credentials!!!!!"

Are you saying being an expert on CRT makes it impossible to strawman a person in a TV interview? Are you saying for MSW you 'actually took' a course on "What Major Williams said in one TV interview?"

Of course not, so why is it relevant to what I said?





My point: People end up talking past each other as one group focus on defining CRT as a graduate topic in its original legal context and then
(correctly) claim that it's not taught in k-12. Whereas others (also correctly) note its influence has spread into other areas. One of these is teaching, and critical race pedagogy does indeed influence what happens in k-12 classrooms.

Your reply: It's only legal scholarship and has no influence on k-12!!!!! The man on the TV said so so it must be facts!!!



Might be why you keep misreading things. Keeping it still might improve your ability to read and respond accurately.



Did you open the article? It was the literature review in an article supporting CRT influenced education. It wasn't "speculative".



Any reader can check for themselves - CRT has influenced teaching pedagogy to some extent and there are hundreds of scholarly articles that explain this written by people who are promoting this methodology.

For anyone reading who cares - here are some scholarly sources that are written to promote CRT in education and are thus not some "right wing conspiracy"

I could post dozens more, or you can search for yourself on Google Scholar.

CRT and K-12 Education

Here, our discussion highlights works that emphasize what we believe are the important contributions of CRT in K-12 education, keeping in mind the important precautions offered by Ladson-Billings (2005). This discussion is not intended to exclude other work; rather, the work we highlight here can be characterized as a deeply engaged application of CRT. Accordingly, the work we review here demonstrates how CRT is used to locate how race and racism manifest themselves throughout the K-12 pipeline, and more importantly, this work offers us tools that allow us to engage these issues in the classroom, in the context of policy, and in community work. From issues of pedagogy, curriculum, to leadership, policy, and school politics, CRT in education highlights the persistence of racism across education...

The depth of this work demonstrates the necessity of CRT in education, illuminating that we cannot truly assess, respond, and promote educational research and praxis devoid of the deep and entrenched nature of White supremacy in U.S. Society. Certainly, the shared themes explored by these texts are the analyses and responses to the continuing inequities (Ladson-Billings, 2009) found in K-12. Furthermore, current educational climate dictates that no matter a democratic or republican agenda, the neoliberalization of education, the increasing onslaught of corporate interests in controlling public education (Au, 2011; Pierce, 2012), we continue to be on a fast track in which education continues to privilege the rich and underserve the poor (Au, 2014; Cook & Dixon, 2013; Giroux, 2004; Pierce, 2012; Stovall, 2013).

Critical Race Theory in Education: A Review of Past Literature and a Look to the Future María C. Ledesma and Dolores Calderón
https://www.researchgate.net/profil...-Past-Literature-and-a-Look-to-the-Future.pdf

I enter this teacher action research project with an interest in studying how I, as a high school teacher, developed a critical race pedagogy (CRP) curriculum for students in an out-of-school context. My intrigue with race started at an early age growing up in Oakland, California, where my classmates were primarily of African American, Central American, and Southeast Asian descent. As a Southeast Asian student in Oakland schools, even with 100% students of color in my classes, my teachers in school rarely talked about race or racism. Prior to my graduate studies, I taught in Richmond, California for almost a decade, working exclusively with lowincome students of color. I walked away from the teaching profession dissatisfied with the fixation on standardized testing at the peak of No Child Left Behind. I entered my doctoral program haunted by the limitations I encountered as an educator for social justice. Signing on as a graduate student instructor teaching historically marginalized youth in a teacher pipeline program, I envisioned this as a redemptive opportunity for me to develop a curriculum that bolstered racial consciousness in students.

In Real Time From Theory to Practice in a Critical Race Pedagogy Classroom - Van T. Lac

https://digitalcommons.nl.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1146&context=ie



Completely irrelevant to anything I said.

If systemic racism exists, that wouldn't change whether or not your prof misrepresented the other chap or whether or not CRT influenced pedagogy influences school classroom behaviour.

Do you accept that critical race pedagogy is a real thing and can legitimately be said to derive from CRT? I didn't argue it was good or bad, just that it exists.

If so we agree, your post was wasted, if not how can you explain the large numbers of scholarly articles on the topic? A "right wing conspiracy'?

His response to this nonsense

 

[Augustus]

His response to this nonsense

It's telling that you ignore the peer-reviewed scholarly journals written by pro-CRT scholars and simply say "the man on the TV said CRT has no impact on K-12"

That video is him repeating the same fallacious argument that I pointed out.

We've already agreed that 'they don't teach graduate level CRT in K-12', so posting other videos saying 'they don't teach graduate level CRT in K-12' is not a meaningful response.

It exactly illustrates my point: People end up talking past each other as one group focus on defining CRT as a graduate topic in its original legal context and then
(correctly) claim that it's not taught in k-12. Whereas others (also correctly) note its influence has spread into other areas. One of these is teaching, and critical race pedagogy does indeed influence what happens in k-12 classrooms.

You seem to be denying that CRT has influenced teaching methods in K-12 despite the fact there are dozens of scholarly papers written by people explaining exactly how they are influenced by CRT.

Are you saying the following is some kind of 'false flag' conspiracy, or can we agree that CRT has obviously influenced K-12 pedagogy to some degree? This is not about whether it is 'good' or 'bad', just that it is correct to say CRT has had some influence in K-12 education

CRT and K-12 Education

Here, our discussion highlights works that emphasize what we believe are the important contributions of CRT in K-12 education, keeping in mind the important precautions offered by Ladson-Billings (2005). This discussion is not intended to exclude other work; rather, the work we highlight here can be characterized as a deeply engaged application of CRT. Accordingly, the work we review here demonstrates how CRT is used to locate how race and racism manifest themselves throughout the K-12 pipeline, and more importantly, this work offers us tools that allow us to engage these issues in the classroom, in the context of policy, and in community work. From issues of pedagogy, curriculum, to leadership, policy, and school politics, CRT in education highlights the persistence of racism across education...

The depth of this work demonstrates the necessity of CRT in education, illuminating that we cannot truly assess, respond, and promote educational research and praxis devoid of the deep and entrenched nature of White supremacy in U.S. Society. Certainly, the shared themes explored by these texts are the analyses and responses to the continuing inequities (Ladson-Billings, 2009) found in K-12. Furthermore, current educational climate dictates that no matter a democratic or republican agenda, the neoliberalization of education, the increasing onslaught of corporate interests in controlling public education (Au, 2011; Pierce, 2012), we continue to be on a fast track in which education continues to privilege the rich and underserve the poor (Au, 2014; Cook & Dixon, 2013; Giroux, 2004; Pierce, 2012; Stovall, 2013).

Critical Race Theory in Education: A Review of Past Literature and a Look to the Future María C. Ledesma and Dolores Calderón
https://www.researchgate.net/profil...-Past-Literature-and-a-Look-to-the-Future.pdf

 

[Lyndon]

owwwwww scary CRT