TY - CHAP
T1 - Beyond the “Tenets”: Reconsidering Critical Race Theory in Higher Education Scholarship
AU - Baber, Lorenzo DuBois
PY - 2016
Y1 - 2016
N2 - Over the last two decades, Critical Race Theory (CRT) has gained increasing attention among scholars as an analytical tool for examining ways in which race and racism shape policies and practices in education. Early transportation of CRT from legal studies to education, shaped by the seminal work of Ladson-Billings and Tate (1995), primarily focused on critiques of the elementary and secondary school systems. With a few notable exceptions, the first decade of CRT in education produced limited examination of the postsecondary system as an instrumental producer of racial inequality in the United States. In many ways, CRT directly contradicts scholarly traditions of higher education research, notably the perpetuation of meritocratic ideology and sociocultural neutrality (Conant, 1962, Rudolph, 1962). At the very least, CRT challenges the notion that, when considering development of a racial hierarchy in the United States, the postsecondary education system merely serves as a passive reflection of societal norms (Anderson, 2002).
AB - Over the last two decades, Critical Race Theory (CRT) has gained increasing attention among scholars as an analytical tool for examining ways in which race and racism shape policies and practices in education. Early transportation of CRT from legal studies to education, shaped by the seminal work of Ladson-Billings and Tate (1995), primarily focused on critiques of the elementary and secondary school systems. With a few notable exceptions, the first decade of CRT in education produced limited examination of the postsecondary system as an instrumental producer of racial inequality in the United States. In many ways, CRT directly contradicts scholarly traditions of higher education research, notably the perpetuation of meritocratic ideology and sociocultural neutrality (Conant, 1962, Rudolph, 1962). At the very least, CRT challenges the notion that, when considering development of a racial hierarchy in the United States, the postsecondary education system merely serves as a passive reflection of societal norms (Anderson, 2002).
M3 - Chapter
SN - 9781138891142
SN - 9781138891159
SP - 182
EP - 199
BT - Critical Race Theory in Education
A2 - Dixson, Adrienne D
A2 - Rousseau Anderson, Celia K
A2 - Donnor, Jamel K
PB - Routledge
ER -