Bringing Integrity Back to Critical Race Theory (CRT) in Education: CRT as Both Theory and Methodology

• In Event: Marriott Roundtable Session 7

Session Type: Roundtable Session

Abstract

Ladson-Billings (2013) notes the need for critical race work to “be as rigorous as that of any other scholarship (or perhaps more so)” (p. 45). In a time of oversaturation in the field, this session attempts to use CRT with integrity, centering its original tenets and the experiences of racialized people. Furthermore, these four papers span various educational disciplines - Administration, Literacy, History and Language Arts - revealing the power of CRT to integrate both scholars and theoretical frameworks. We seek to reinvigorate conversations about the critical use of CRT in educational scholarship and to explore the potential for CRT to be used by researchers and educational stakeholders.

Sub Unit

• Division G - Social Context of Education / Division G - Section 5: Inquiry, Transformation, and Communities

Chair

• William Atkins, University of Florida

Papers

• Consequences for (Mis)Behaving While Black: The Correlation Between Administrator Race and Student Suspension Rate - D'Annette Mullen, University of Florida

• How Does It Feel to Be a Crisis? Understanding the Reading Experiences of Black Boys - Mario Worlds, University of Florida

• (Re)Visiting the Black Student Union at University X Through Fictional Composite Storytelling - Matthew Paul Cowley, University of Florida; Tianna Dowie-Chin, University of Florida

• Spanish Literacy for Those Who Need It: Integrating Critical Race Theory and Raciolinguistics - Anna Rodell, University of Florida

Discussant

• Christopher L. Busey, University of Florida