Same Dynamics, New Directions: Centering Race, Class and Gender in Transformative Education

Title

Same Dynamics, New Directions: Centering Race, Class and Gender in Transformative Education

Authors

David Stovall

Files

Description

David Stovall, Assistant Professor of Policy Studies in the College of Education and the Department of African Studies, University of Illinois in Chicago (UIC).

Critical race theory analyzes the roles of race/racism in daily life. Scholars in the humanities and social sciences have utilized this approach to name, analyze and work against the oppressive power of racism. In education, critical race theory has enabled educators to understand the dynamics of race/racism in the classroom and in the communities that schools serve. Critical race theory is “critical” in that it challenges conventional theories of race while working to create anti-racist practice.

As teachers exist in the contested space of schools, critical race theory operates on several fronts. The first is to allow teachers to develop a clearer picture of the political dimensions of education. Second, the construct allows teachers to rethink their practice from a critical perspective through the development of “critical pedagogies.” Critical pedagogy is a teaching approach that attempts to help students question and challenge controlling cultural assumptions and beliefs. Through this approach, teachers are able to facilitate the process of students becoming conscious of who they are in the world and the work it will take to change it.

Publication Date

10-16-2008

Keywords

Critical Pedagogy, Critical Race Theory

Same Dynamics, New Directions: Centering Race, Class and Gender in Transformative Education
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