The Impact of the War on CRT from the U.S. Roaring Across the Globe: Three Nations in Protest Against Racism

• In Event: Highlighted Session: Critical Perspectives on Teaching Comparative and International Education

Proposal

As stated in the call for proposals for this CIES 2024 conference, we believe that the "power of protest" has sparked many different forms of solidarity action globally or inspired new generations of protesters, whether across time or across countries. We also believe that these "protests'' have taken the form of small actions that have made a big impact on many people facing injustice, such a through teachers and education. Through this 2024 CIES conference proposal, we hope to present 21st century educational alternatives to protest racialized capitalism and militarism through examples from the United States, South Korea, and Iran. Our hope is to inspire collective action by discussing and presenting together the history and movements that guide educational acts of protest.
What is the role of education in protest? In the United States in particular, Critical Race Theory (CRT) instruction in K–12 schools have come under attack and the conservative right accused a number of teachers indoctrinating or brainwashing students for giving lectures on racism and race. However, CRT is frequently not explicitly taught in schools (outside of possibly advanced placement classes), and as discussions of racist issues have become more and more politicized, this has made the situation more detrimental with increasing ignorance among the general public. It should be highlighted that CRT has only been applied as a critical lens by education scholars to comprehend the issues encountered by those who are underserved and to provide solutions (Grice, 2022, p. 30; Elbeshbishi, 2021).
Critical race theory (CRT) as a theoretical framework that explicitly explores and challenges dominant discourses around race and racism in educational structure and following its connection to social stratification is needed to determine and explain the historical factors that have excluded people of color; therefore, the CRT paradigm allows researchers, practitioners, and policymakers to examine the historical role of racism in the uneven distribution of significant resources and the ways that historical legacies of racism manifest in present inequities (Hudson, 2023; Solórzano and Yosso, 2001; Hughes-Hassell et al., 2009). Researchers employed CRT as a theoretical framework to analyze the way that teachers could use to analyze racial policies in the educational system (such as school funding or zero tolerance policies) and investigate how discrimination disproportionately impacts students of color in education (Ladson-Billings & Tate, 1995).
While the attacks on the academic terminology of CRT have been broadcasted widely across the U.S, the international manifestations of white supremacy and anti-Black racism have become more visible across the globe. With this knowledge, U.S. scholars must also honor the unique modes and methods of racialization across the globe. The influence of understanding positionality and CRT education exhibits variability across countries, contingent upon cultural, social, and political factors, for example in the context of South Korea. Notably, the historical backdrop of racial oppression in the U.S, necessitates the adoption of CRT as a theoretical framework to address systemic inequality. Positioning, particularly in relation to self-identity, assumes a pivotal role in the accurate interpretation of all forms of structural social inequities through real-life settings and experiences. However, given the distinctive racial dynamics and historical narratives in South Korea compared to the U.S. CRT education may encounter resistance or necessitate contextual adaptations within South Korea. The sociopolitical climate and discourse propagated by mass media regarding race, multiculturalism, and social justice in South Korea exerts a profound influence on foreigner and racial issues, as evidenced by social movements like protests or demonstrations (Yemeni refugee crisis in Jeju Island in 2018) that strive to refute or downplay racial inequality. Consequently, to comprehensively evaluate the specific impact of the positionality of foreigners and immigrants, it is imperative to explore the positioning of what it means to be a Black individual living in Korea, rather than focusing solely on Korean rejection and resistance. And further, such an approach may yield more accurate predictions regarding the impact of CRT education on social justice dimensions.
In Iran, while there is no explicit description of race commonly used for social groups, ethnicity holds more prominence and is widely utilized by the people. Both race and ethnicity play significant roles, particularly in the context of geographical differences. Introducing CRT as a fundamental component can undeniably address numerous issues concerning equity, inclusion, and social justice for all racial and ethnic groups. By giving priority to education and promoting CRT, we can achieve two crucial outcomes. Firstly, it will enhance awareness among the general population, encouraging them to discard ignorance and embrace a more enlightened perspective. Secondly, it will spark a call to action, igniting a much-needed societal transformation. Considering the current political situation in Iran and other Middle Eastern countries, it is essential for them to be open to incorporating CRT ideals Movements like #MahsaAmini's revolution, which advocates for Women's rights, and Afghan women's education rights protests highlight the importance of basic human rights for women and, consequently, guaranteeing rights for all individuals. Embracing CRT can pave the way for achieving social justice in such societies. Furthermore, the power of mass media can be harnessed to amplify silenced voices and draw attention to the significance of equitable opportunities for all. Through the integration of CRT and collective efforts in education and mass media, we can strive to create a more just and inclusive society in Iran and beyond. In this envisioned society, every individual, regardless of their racial or ethnic background, can thrive and participate fully.
This paper unites scholars from South Korea, Iran, and two American mixed-race scholars (white Latina and Korean-American) to explore global white supremacy and anti-Blackness, examining education as a tool of protest. Drawing from our experiences as U.S. university instructors and conducting a comparative analysis, we unveil insights into combating these issues within academia. Beyond U.S. borders, we shed light on how South Korea and Iran approach similar challenges. Through cross-cultural exchange, we aim to uncover universal patterns and unique nuances, inspiring solidarity and advancing equitable education worldwide, fostering a more just and compassionate society.

Authors

• Brittany Aronson, Penn State University

• Haniyeh Kheirkhah, The Pennsylvania State University

• Yaereem Lee, Penn State University

• Hannah Stohry