34.079-2 - Critical Race Classroom Ecology: Using Critical Race Theory to Inform Praxis in the Pre-K–20 Classroom

• In Event: 34.079 - Roundtable Session 14

Session Type: Roundtable Session

Abstract

This session explores the potential of Critical Race Theory (CRT) to inform praxis in the P-20 classroom. The panel will engage in discussion about how CRT can be a tool to understand and disrupt educational inequities rooted in white supremacy. This is important because CRT is not simply a tool of critique but a tool of resistance that can be leveraged in the classroom (Lynn & Parker, 2006). Therefore, we draw together socially conscious CRT scholars who focus their work on different components of the classroom-including pedagogy, discipline, leadership, and teacher education-across the P-20 spectrum to explore the potential of CRT to inform praxis, whose “central idea is that racial justice requires antisubordination practice” (Yamamoto, 1997, p. 829).

Sub Unit

• SIG-Critical Educators for Social Justice

Chair

• Marvin Lynn, Portland State University

Papers

• Critical Race Pedagogy as Educational Debt Relief: Putting Theory to the Test in Classroom Space - David O. Stovall, University of Illinois at Chicago

• A Critical Race Sympathetic Touch: Shifting From Classroom Management to Dismantle the School-to-Prison Pipeline - Subini Ancy Annamma, The University of Kansas; Deb Morrison, University of Washington - Seattle; Darrell D. Jackson, University of Wyoming

• Leading Through Critical Race Theory (CRT): How Administrators Use CRT to Reframe Deficit Perspectives of Children of Color - Laurence Parker, University of Utah

• "I'm Not Crazy?" Teachers of Color and Racial Battle Fatigue in K–12 Schools - Marcos Pizarro, San José State University; Rita Kohli, University of California - Riverside