Framing Anti-Intellectualism Among Teachers: How They Grapple With Anti–Critical Race Theory Bans, Race, and Racism

• In Event: Fairmont Roundtable Session Thirteen
  In Roundtable Session: Refraining Discussions of Inclusion and Justice in Teacher Education (Table 2)

Abstract

Current conservative assaults on Critical Race Theory (CRT) in education contend that PK-12 teachers and teacher education faculty are not only “teaching CRT,” but also hatred of white people and of “America.” The proposed presentation is based on a study that used CRT analytical tools and narrative inquiry to examine pre- and in-service teachers’ understanding of CRT bans, race, and racism. Through individual and focus group interviews with racially and ethnically diverse pre- and in-service teachers, manifestations of anti-intellectualism and (dis)comfort were arose in participant responses to questions about their perceptions of, and evidence-based knowledge about CRT, as well as race and racism. Implications call for a radical rethinking of teacher preparation by helping teachers develop epistemic humility and curiosity.

Authors

• Norma A. Marrun, University of Nevada - Las Vegas
  Presenting Author

• Christine Clark, University of Nevada - Las Vegas
  Presenting Author

• Claudia Chiang-López, University of Nevada - Las Vegas
  Presenting Author

• Cecelia González, University of Nevada - Las Vegas
  Presenting Author

• Omi McCadney, University of Nevada - Las Vegas
  Presenting Author

• Kendra Beach, University of Nevada - Las Vegas
  Non-Presenting Author

• Maryssa Morgan, University of Nevada - Las Vegas
  Non-Presenting Author