Situating Critical Race Studies in Education: CRT in the Midwest

• In Event: Roundtable Session 100
  In Roundtable Session: Situating Critical Race Theory in Context

Abstract

Neoliberal education policies continue to frame the political and social landscape of public education in the United States and, increasingly, drive the insistence on race neutrality, competition and individualism embedded within the logic of education reform. This approach is problematic because it assumes schooling is neutral and colorblind. In contrast, the authors draw on critical race theories to contextualize their research findings on the experiences of Hmong American youth and Latina/o youth in the Midwest. Their research suggests neoliberal education policies may in fact exacerbate inequities by imbuing difference with seemingly race neutral discourses and that CRT analyses provide critical youth perspectives about how schools might concretely shift reforms to create more equitable experiences to underserved populations.

Authors

• Isaura Betzabe Pulido, Northeastern Illinois University

• Christin A. DePouw, University of Wisconsin - Eau Claire