Scholar Activism in Critical Race Theory in Education

• In Event: No Limit (CRT) Soldiers: Scholar Activists Breaking Through Raced Academic Boundaries Using Critical Race Theory

Abstract

Objectives and Purpose
In this paper, we name the ‘deeds’ of critical race theorists, ie. scholar activism, as a means to enact achieve racial and social justice. Using examples of scholar activism from an urban district curriculum reform project, we share a story describing the types of activities and possible impacts of scholar activism in education.

Perspective and Theoretical Framework
Black historian Roger Wilkins compared fighting racism to “hand-to-hand combat” and scholars of color to “warriors” (in Laurence, 2002, p. xv) to emphasize the embattle nature of working against racism in white institutions. Since their installment as academics and scientists, the role of the Black scholar has been to understand the collective and dangerous nature of producing knowledge that counters anti-blackness, stereotypes of Black communities, and white supremacy (Winston, 1971). For the Black scholar, what was called “advocacy,” early in the 20th century, was not only an act of defiance against an abundance of racist research and scholarship, but a reciprocal interaction that recognized the complex relationship between Black communities and Black academics (Cruse, 1967; Franklin, 1940; Hare, 1969). “Advocacy,” now called scholar activism, serves as a crucial step to go beyond the production of knowledge and work to benefit racially marginalized communities. Scholar activism is meant to dismantle White supremacy and change the way people understand themselves, their communities, and the United States.

Methods, Techniques, and Modes of Inquiry
Recently, after years of targeted community efforts to change the K-12 curriculum, the San Diego Unified School District (SDUSD) voted to make Ethnic Studies a graduation requirement by 2021-2022 (Taketa, 2019). As part of our work with schools and communities, we started by collaborating with teachers, community members, and district personnel to develop, implement, and evaluate the SDUSD Ethnic Studies Pilot in multiple ninth-grade classrooms, over a two-year period of study.

Data, Results & Significance
To articulate diverse student outcomes and contest quantifiable understandings of students’ intellectual growth, researchers have used multiple forms of documentation to represent students’ critical consciousness and academic outcomes. Our data collection involved the work of 225 ninth-grade students across seven class periods, with four classes in Spring 2017 and three classes in Fall 2017. The student participants included 18 Southeast Asian American, 52 African American, and 155 Latino students. Material documents included: the course syllabus, course approval documents, A-G approval proposal, and 34 course assignments with the assignment instructions. Using course content and Common Core State Standards, we designed and proctored a pre/post content and literacy skill exam over the different semesters. In Fall 2017 we interviewed students (n=15) and parents (n=3); and Fall 2018 we surveyed students (n=68) and parents (n=5). The multi-year process led to further developing the pilot course, refining the data collection instruments, and generating new Ethnic Studies courses for the district. The described research project reveals how critical race activists work towards dismantling barriers to institutional access and socio-economic mobility through sustained engagement with schools and communities.

Authors

• Thandeka K. Chapman, University of California - San Diego

• James Crawford, University of California - San Diego