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Open to Degree and Continuing Education students. online: Synchronous
This graduate seminar will introduce students to Critical Race Theory as an analytical framework. We will engage with its history, tenets, and applications in research, policy, and practice. CRT is a paradigm that centers race to provide epistemological, methodological, and pedagogical lenses to the study of everyday inequities in PK-21 education. Born out of Critical Legal Studies, CRT has evolved and been further nuanced as new challenges and opportunities have surfaced. In this course, we will examine the affordances, constraints, and controversies surrounding CRT, particularly as it pertains to education in the United States. One focus will be to interrogate issues such as the social construction of race, notions of colorblindness, post-racial ideologies, and the intersections of other identities, positions, and systems of oppression. We will also explore extensions of CRT and theoretical frameworks that are adjacent to it, including but not limited to Black Critical Theory (BlackCrit), Tribal Critical Theory (TribalCrit), Latina/o/x Critical Theory (LatCrit), Asian Critical Theory (AsianCrit), Disability Critical Race Studies (DisCrit), and various feminisms (e.g., Critical Race Feminism, Black Feminist Thought, and Chicana Feminist Epistemology). We will explore fundamental questions, including 1) How is race, racism, and racialization experienced daily by those who identify as Black, Indigenous, and People of Color (BIPOC) in the United States? 2) How are the raced experiences of BIPOC in the U.S. both similar and unique to their racial/ethnic identities? 3) How do class, gender, ability, sexual orientation, and other identities/positions intersect with race for BIPOC in the U.S.? The seminar will introduce students to the history and foundations of Critical Race Theory, various applications of CRT to education in the U.S., intersections of CRT and other identities/positions, and some methodological approaches used to research CRT.
Ultimately, students’ understanding of and reflections on these elements will enable them to examine their personal and professional experiences, as well as how they practice in their respective fields.
Course assessments will include active participation; five, one-page reading responses to assigned texts; a racial autobiography of approximately 10 pages; a five- to seven-page critical race media analysis; facilitation of one class session, and a literature review or concept map.
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