Contextualizing Critical Race Theory on Inclusive Education from A Scholar-Practitioner Perspective
Does It Really Matter?
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- Description
- Contents
- About
Race does not only resonate with the dichotomy of blackness and whiteness but also on its impact on non-physical attributes, this includes factors such as indigenous status, social class, religion, language, ethnicity, class, gender, sexuality and immigration. The intersection of these factors are key considerations on inclusive education.
Contextualizing Critical Race Theory on Inclusive Education from A Scholar-Practitioner Perspective highlights what race means across social, cultural, political, and historical categories of diverse identities. The scholar-practitioner approach employed here captures the theories, tenets, perspectives, and misconceptions of this based on its particular critical expansion in describing other related social identities that is consistent with the attributes of inclusive education. More importantly, it emphasizes the theoretical and practical use of critical race theory as an analytical tool in addressing the influence of race on inequities in school policy, curriculum, instruction, and educational programs and the impact of these on inclusive education.
This volume features scholar–practitioners who research and engage in best practices using critical race theory as a lens to analyse and address the manifestations of race, racism, diversity, and inclusion in schooling.
Foreword; Reyes L. Quezada
- Chapter 1. Introduction: Race, Racism, and Critical Race Theory; Jose W. Lalas and Heidi Luv Strikwerda
- Chapter 2. Critical Race Theory Lens: Revealing the Outcast Phenomenon Experience Through the Voices of African-American Graduate Students; April M. Clay and Jose W. Lalas
- Chapter 3. Transformative Equity Education: Using CRT Framework for Meaningful, Liberatory, and Practical Solutions; Ayanna Blackmon-Balogun
- Chapter 4. Contextualizing Latino Critical Theory (LatCrit) in Education: Addressing Challenges to Transform Educators; Reyes L. Quezada, Mario Echeverria, Zulema Reynoso, and Gabriel Nuñez-Soria
- Chapter 5. TribalCrit: Infusing A Critical View of History, Culture and Language in Lesson Planning as Tool of Inclusion; Lisa Santos Tabarez
- Chapter 6. Toward an Inclusive Educational Praxis in Teacher Education through an AsianCrit Conceptual Framework; Mousumi De
- Chapter 7. Special Education Services and CRT: Dismantling the Singular Identity and Honoring Intersectionality; Rebekka J. Jez
- Chapter 8. Contextualizing Critical Race Theory Through a DisCrit Lens: A Prismatic Examination of Teaching and Dis/ability; Kimiya Sohrab Maghzi and Marni E. Fisher
- Chapter 9. Queering Program Evaluation (QueerCrit): Practical Applications of Critical Race and Queer Theories to Support Equity Reforms in Education; James O. Fabionar
- Chapter 10. Indigenous Peoples in the Philippines Through the Lens of CRT: An Imperative for Inclusive Organic Education; Michael Arthus G. Muega and Maricris B. Acido
- Chapter 11. The Culture Wars Redux: Responding to Attacks on Critical Race Theory (CRT); Brian Charest
- Chapter 12. System Racism, White Supremacy, and the Role of Allies; Bill Hedrick
- Chapter 13. Infusing Critical Race Theory Into a Liberation-Based Social Justice Pedagogy in Counselor Education; Conroy Reynolds
- Chapter 14. Epilogue. CRT Matters: Here, There, and Everywhere; Jose W. Lalas and Heidi Luv Strikwerda
Jose W. Lalas is Professor of Literacy and Teacher Education and directs the University of Redlands’ Center for Educational Justice.
Heidi Luv Strikwerda has been involved in education for 16 years as a teacher, administrator, and adjunct professor at the University of Redlands.