My grandmother passed away this week and I don't feel like being on here but I was told that it would be helpful to briefly write a critical race theory (CRT) thread and so here it is. CRT is not a "diversity training." It's a framework for seeing the world & doing scholarship.
CRT was developed by legal scholars seeking a new way of thinking about America, justice & the law in a way that acknowledges the nation's racist history rather than debating it. These scholars include Kimberlé Crenshaw, Derrick Bell, Patricia Williams, and many others.
Since its inception in the legal field, CRT has been taken up by many across the social sciences. In the field in which I was trained, education, many many many of us use it, spearheaded by Gloria Ladson-Billings & William Tate's seminal article in 1995 connecting CRT to ed.
CRT is not new. It's been around for like 40 years. As such, there are many different scholars who define it and describe it in various ways. It's been extended into different offshoots such as TribalCrit, LatCrit, and DisCrit.
What follows are some core ideas of CRT in ed, put forth by Daniel Solórzano, as summarized by Tara Yosso in the widely-cited article "Whose Culture Has Capital?" If you're taking a fall class with me it's on the syllabus. Feel free to read now & save time…
"CRT starts from the premise that race and racism are central, endemic, permanent and a fundamental part of defining and explaining how US society functions CRT acknowledges the inextricable layers of racialized
subordination based on gender, class, immigration status," etc.
"CRT challenges White privilege and refutes the
claims that educational institutions make toward objectivity, meritocracy, colorblindness, race neutrality and equal opportunity."
"CRT challenges notions of ‘neutral’ research or ‘objective’ researchers & exposes deficit-informed research that silences, ignores and distorts epistemologies of People of Color."
"CRT argues that these traditional claims act as a camouflage for the self-interest, power, and privilege of dominant groups in US society."
"CRT is committed to social justice and offers a
liberatory or transformative response to racial, gender and class oppression...and works toward the
elimination of racism, sexism and poverty, as well as the empowerment of People of Color and other subordinated groups."
"CRT recognizes that the experiential knowledge of People of Color is legitimate, appropriate, and critical to understanding, analyzing and teaching about racial subordination."
"CRT draws explicitly on the lived experiences of People of Color by including such methods as storytelling, family histories, biographies, scenarios, parables, cuentos, testimonios, chronicles and narratives."
"CRT goes beyond disciplinary boundaries to
analyze race and racism within both historical and contemporary contexts, drawing on scholarship from ethnic studies, women’s studies, sociology, history, law,
psychology, film, theatre and other fields."
Many of us in the academy are drawn to CRT because it provides a grounding, validating view on things we already know to be true - racism is real. Objectivity is not. Our work should contribute to our liberation. Our grandparents' stories count.
CRT saves us a lot of time by providing a communal language and a uniting theoretical lens that saves us from having to have the same inane arguments ad infinitum, arguments that ask us to debate racism and prove it exists, or that our experiences are real and that they matter.
CRT also provides us with a sense of lineage. It's powerful for students coming into the academy, where our ancestors and our stories and our backgrounds are so disrespected, to understand that we are not the first to do this. We have people. Brilliant people.
Because of my limited personal capacity (psychologically, logistically, and emotionally) I'm not going to be replying to this thread most likely.
If you don't have access to either of the articles mentioned above, here is a panel from @ASAnews discussing Intersectionality & Critical Race Theory. This panel features Kimberlé Crenshaw, Imani Perry, Mari Matsuda, and Devon Carbado.
Many of the scholars I mentioned in this thread are active on Twitter. I'm not tagging them because I don't want to mess up their mentions but please look them up. They are amazing and continuing to shape and shift the field and to be role models for my generation of scholars.

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More from @eveewing

30 Sep
this is ROUGH, and I'm sure it's not just sociology. nor does it only affect the students on the market this year. I assume this will have a lagging effect whereby every year there's a continued backlog of students with no jobs, until somehow we reach (painful) equilibrium.
also, many students who are unable to find a job will (hopefully) have faculty & programs step up & offer them postdocs/fellowships...which means extra time writing papers... which means new graduates on the market will be competing with someone who's been out & writing 3 years.
People who are more senior than I am should please tell me if I'm totally off-base, but I assume that this tightening of the market and its lingering effects could last 5-6 years... which would mean it should influence someone's decision to apply for a PhD *this year.*
Read 7 tweets
7 Aug
okay this is super vague but I feel like I've gotten some good teaching ideas by rambling #onhere in the past so here goes

as I think about re-envisioning my fall classes, I'm thinking about how to make them more experientially-based rather than performance/task based... +
I'm reflecting on what works well & doesn't in remote learning and I'm thinking, what if I took advantage of the structure to have students do more self-guided experiences in between sessions, and then fewer video sessions?

What do I mean by that... good question. +
Currently, between classes students pretty much do one type of self-guided learning experience: reading. Occasionally we have them listen to/watch something. Or do reflective writing.
What else could they be doing that is more open-ended and experiential... but COVID proof?
Read 8 tweets
4 Aug
Despite recent statements about racial justice, throughout its history & into the present @UChicago has created and maintained racist structures on campus, on the South Side, & beyond. I stand with my faculty colleagues in demanding real, immediate action. Image
Our demands include a fully-funded race center & dept of Critical Race Studies. We also stand with @care_not_cops in demanding that campus police be disbanded & with @TheRAUC in demanding a community-led reparations process, given @UChicago's connections to slavery & Jim Crow.
If these demands are not met, we will be withholding labor related to "diversity & inclusion," will not be participating in new faculty searches, or cooperate with the news office seeking to use our individual accomplishments to gloss over these deep-seated issues.
Read 6 tweets
30 Jul
just wanna talk real quick about how we get to "public housing" as a highly stigmatized, not-so-subtle dog whistle for "low-income Black people," instead of what it could be-- a public good benefitting people of all backgrounds--in the context of Chicago history.

[a lil thread]
In 1937 the Housing Act provided federal support to locally-established housing authorities. In Chicago we got the Chicago Housing Authority, CHA. It was headed by an ambitious woman, Elizabeth Wood, who thought public housing could help people of all races who needed assistance.
If you think about this premise, it's a powerful, radical idea. Housing for all who are down on their luck! Not vouchers. An actual place to live. Not only that, but this had the possibility of promoting racial integration. Because anyone can be down on their luck!
Read 22 tweets
6 Jul
It's okay to just NOT call yourself an abolitionist rather than try to do rhetorical backbends. no one will come to your crib & yell at you. it's okay to say "i'm interested in this idea but I'm not sure. I need to read more. I have questions & self-contradictions." it's fine!
abolition means abolition means abolition means abolition.

it doesn't mean we turn the monster against the bad people. it doesn't mean we say, "well, kill the monster eventually, but as long as we have it...."

it means we stop feeding the monster.
Read 4 tweets
24 Jun
"we ask them to take that [law enforcement] hat off and become doesn't work" -@SEIU73
pres speaking to the CPS board of ed right now. on behalf of the union she demands that the funding for police be redistributed for healthcare and restorative justice.
you can watch this meeting live!
next speaker is a parent of a special needs student and a member of the local school counselor at her school. she calls on CPS to end the agreement with police, and says that as a parent, she more counselors, not police.
Read 81 tweets

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