INTRODUCTION: Critical Race Theory and Education: Singing a “New” Song
Abstract
The goal of this chapter goal is to map critical race theory (CRT) scholarship in education over the past decade and draw this map with respect to larger conceptual categories of the scholarship on CRT, primarily focusing on the ideas applied from CRT in legal studies. The chapter focuses primarily on the past 10 years and creates “spatial” markers based on the view of significant features in the literature. Some of these markers are whiteness as property, counternarrative, and interest convergence. Others are newly-represented such as microaggressions, intersectionality, and research methods. From the perspective of far too many students of color in schools, we are STILL not saved. While the chapter outlines several recommendations for CRT scholarship to move forward, perhaps the most important recommendation is to collectively seek to ensure that CRT becomes more than an intellectual movement.
Publication Title
Critical Race Theory in Education: All God’s Children Got a Song
Recommended Citation
Dixson, A., & Anderson, C. (2016). INTRODUCTION: Critical Race Theory and Education: Singing a “New” Song. Critical Race Theory in Education: All God’s Children Got a Song, 1-8. https://doi.org/10.4324/9781315709796-2
