“It’s Not Even Happening in Our Classes”: The Impossibilities of CRT as Racial Knowledge

• In Event: Theoretical Constraints in Teacher Education

Abstract

Analogous to the political use of language itself in determining, even producing, student learning outcomes, the use of politically charged discourse circumscribes (the boundaries of) student learning opportunities. This ‘positive’ understanding of discourse does not only prohibit discussion about race and racism but helps determine how we can, even should, engage with issues related to race/ism. Considering both the power that discourse exerts upon students’ and teachers’ educational opportunities and the increasing racial diversity of the U.S. student population such a development demands consideration of its potential impact on educator praxis. This paper explores how (anti-)CRT discourse contours and outlines the ‘appropriate’ teaching, discussion, and learning of race/ism within educational spaces. By examining ‘moments’ in (anti-)CRT discourse, including moments when educators push back against censorship efforts, we seek to highlight how discourse (unintentionally) produces ‘normalized’ and ‘common sense’ ways of thinking and teaching about race that get reified and (re)produced.

Authors

• Brittany Jones, University at Buffalo

• Tim Monreal, University of Buffalo

• Anthony White, University at Buffalo