Category: Racial Equity
Critical Race Theory: An Annotated Bibliography
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[box class=”grey_box”]Prepared by Deanna Hill[/box]
Critical Race Theory (CRT) emerged in the legal academy in response to growing dissatisfaction with Critical Legal Studies (CLS) and its inability to adequately address race and racism in its critique of U.S. jurisprudence. Many trace the framework back to the work of Derrick Bell in the 1960s and Alan Freeman and Richard Delgado in the 1970s and 1980s. The first CRT workshop was held at a monastery in Madison, Wisconsin, in 1989. The University of Iowa College of Law hosted the “CRT 20: Honoring Our Past, Charting Our Future” workshop in April, 2009.
CRT places race at the center of analysis. At the same time, CRT recognizes the complex ways that race intersects with ethnicity, class, gender, sexual orientation, and other systems of power. CRT has an activist agenda to transform and redeem, not just to critique and deconstruct. Further, CRT works toward the elimination of racial oppression as part of the larger goal of eliminating all forms of oppression.
CRT produced several offshoots, including Critical Race Feminism, Queer-Crit, Lat-Crit, Asian Crit, TribalCrit, and Critical White Studies. Additionally, CRT crossed over into other disciplines. CRT was formally introduced into education in 1995 when Gloria Ladson-Billings and William Tate published in Teachers College Record the now seminal article “Toward a Critical Race Theory of Education.”
Unpacking the Difficulty of Reframing Racial Achievement Gaps So Data No Longer Reinforce Racial Stereotypes
Systemic Equity Leadership
Closing All the Gaps: How that Phrase is Problematic
The Social Construction of “Other”: A Critical Analysis of Language & Imagery in Ed Policy
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[box class=”grey_box”]This was presented by Circe Stumbo, President, West Wind; Anedra Million, Assistant Principal of Amanda Elementary School in Middletown, Ohio; and Bonnie McIntosh, COO, West Wind, at Harvard Graduate School of Education’s Alumni of Color Conference on March 7, 2009.[/box]
How the Phrase ‘Achievement Gap’ Reinforces Systemic Racism
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[box class=”grey_box”]As an organizational partner for The Summit for Courageous Conversation, which took place from September 28 through October 1, 2008, West Wind participated in the program design and contributed this powerful presentation in support of that design. By Senior Policy Analyst Deanna Hill[/box]
Is NCLB a Civil Rights Act?
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[box class=”grey_box”]As an organizational partner for The Summit for Courageous Conversation, which took place from September 28 through October 1, 2008, West Wind participated in the program design and contributed this powerful presentation in support of that design. By President Circe Stumbo & Senior Policy Analyst Deanna Hill[/box]
Facing Race Together: Sharing the Power of Regional Collaboration
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[box class=”grey_box”]As an organizational partner for The Summit for Courageous Conversation, which took place from September 28 through October 1, 2008, West Wind participated in the program design and contributed this powerful presentation in support of that design. By Senior Policy Analyst Deanna Hill, and presented with Middletown Superintendent Steve Price & Pacific Educational Group President Glenn Singleton.[/box]
Augmenting the Use of Data: Uprooting Dominant Stories About ‘Racial Achievement Gaps’
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[box class=”grey_box”]West Wind Education Policy President Circe Stumbo and Policy Analyst Deanna Hill—along with Stephen Price, superintendent of Middletown City Schools in Ohio, and Kee Edwards, principal of Rosa Parks Elementary School in Middletown—presented this PowerPoint at the National Conference of Student Assessment on June 17, 2008.[/box]