Course: EDUC 3045-1200: Critical Race Theory in Education

Course: EDUC 3045-1200: Critical Race Theory in Education

5404 Wesley W. Posvar Hall

Program: All School of Education Graduate Programs

Instructor:Dana N. Thompson Dorsey, JD, PhD

Associate Professor of Urban Education

4307 Wesley W. Posvar Hall

(412) 383-4484

Course Description: Critical race theory is a movement originally developed in the mid-1970s primarily by African American, Latino, and Asian American legal scholars disenchanted with legal analysis and civil rights legislation as they related to race, racism, and power in American society. Over the past 40 years, critical race theory (CRT) has embraced other disciplines, such as education, and ethnic movements to create an interdisciplinary anthology of analytic constructs that illuminate the racial inequalities and power struggles that occur in various aspects of society, investigate the intersectionality of race, ethnicity, gender, class, and sexuality, and seek remedies to combat these social inequalities.

This course will explore the historical development of CRT from its origins in Critical Legal Studies through the more recent frameworks established in education, including the intersections with LatCrit Theory, AsianCrit, QueerCrit, TribalCrit and Critical Race Feminism. This course will allow students to examine CRT as an analytical framework that provides race-based epistemological, methodological and pedagogical approaches to the study of everyday inequalities in P-20 education, and to explore contemporary racial scholarship. By the conclusion of this course, students should have a basic understanding of CRT as a theoretical framework as well as its utility, limitations, and application in research, policy and practice.

Course Objectives: In this course, students will:

1.Be introduced to the foundational concepts of race and racial theory that can be used to guide future research.

2.Study the history and scholarship of CRT and the first-generation concepts of interest convergence, whiteness as property, counter-stories, etc.

3.Explore CRT’s growth into other disciplines and movements, namely education and the popular movements and LatCrit, QueerCrit, AsianCrit, TribalCrit, and Critical Race Feminism, and the intersectionality of these theories.

4.Examine the workings of contemporary racism and White privilege, in particular, colorblindness and its meaning

in a global society.

5.Explore the future direction of CRT and other contemporary racial scholarship.

6.Use CRT concepts to inform personal, social, political and intellectual experiences as racial beings living in a

racialized global society.

7.Apply CRT as a theory and methodological framework and engage in discussions and analysis of strategies and practices to end social inequalities in education and educational institutions.

Course Policies:

Attendance and Participation - Class attendance and punctuality are required. As discussed in “Course Assignments and Grading,” your participation score will be affected by attendance, tardiness, and contribution to the discussions in class.

Email and Laptops - Please check your Pitt email regularly—BUT not during class. While students are encouraged to bring in laptop computers to type notes, you are expected to be engaged in class throughout each session.

Written Assignments - All written assignments should be typed, double-spaced in Times New Roman, 12-point font, one-inch margins, and should follow the guidelines of the APA Publication Manual, Sixth Edition.

Cell Phones - Please turn cell phones to silent during class time.

University of Pittsburgh Policies and Regulations

Americans with Disabilities Act: If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and Disability Resources and Services (DRS), 216 William Pitt Union, (412) 648-7890 or (412) 383-7355 (TTY), as early as possible in the term. DRS will verify your disability and determine reasonable accommodations for this course.

Nondiscrimination: The University of Pittsburgh prohibits and will not engage in discrimination or harassment on the basis of race, color, religion, national origin, ancestry, sex, age, marital status, familial status, sexual orientation, disability, or status as a disabled veteran.

Academic Integrity: Students in this course are expected to comply with the University of Pittsburgh Policy on Academic Integrity. Any student(s) suspected of violating this obligation for any reason during the course will be required to participate in the procedural process, initiated at the instructor level, as outlined in the University Guidelines on Academic Integrity.

Statement on Classroom Recording:To ensure the free and open discussion of ideas, students may not record classroom lectures, discussion and/or activities without the advance written permission of the instructor, and any such recording properly approved in advance can be used solely for the student’s own private use.

Course Assignments and Grading*:

Attendance and Participation (15 Points) - Class participation includes discussions and activities with the entire class as well as small group discussions and activities. Because class and small group discussions and activities are important to the course, it is essential for you to attend all class sessions, arrive to class on time, stay the entire period, return promptly from breaks, and actively participate in discussions when you are present. If an emergency situation occurs or some other occasion necessitates you missing part or all of a class, please inform me as soon as possible. You are permitted one excused absence for this class, and beyond that one absence, you will lose two points for class attendance and participation for each additional absence.

For each class session, you should come to class with questions, concerns, and an assessment of the assigned readings and be prepared to share your thoughts and critiques as well as respond to your classmates’ thoughts and critiques. Specifically, high-quality participation is characterized by the following:

1. Students demonstrating an understanding of facts, concepts, and theories presented in the class readings and other materials.
2. Students asking questions, answering questions, or otherwise contributing in a comprehensible manner.
3. Students offering constructive criticism during discussions and building on each other’s ideas. Students also assuming leadership roles and maintaining active participation in small groups.
4. Students relating concepts from class to their experiences as a teacher, administrator, scholar, policymaker, and/or citizen, and generating new insights and applications.

In other words, always remember to “problematize” what you are reading.

In the event of inclement weather, I do not want you to risk your well-being due to unsafe weather conditions.

. If class is cancelled due to weather, you will be notified by me via email message by 10:00 a.m. on the day of class.

. If the University of Pittsburgh closes or cancels classes due to weather, there will be no class.

. If a class cancellation or change of venue occurs, you will be notified.

. If class is NOT cancelled BUT your personal situation makes coming to class unsafe,

you should follow the above-mentioned guidelines for emergency situations.

If class is cancelled due to inclement weather or my inability to attend class, I will post some questions and/or a group project on Courseweb related to the readings to which you should respond and reply to your classmates. The Courseweb discussions should be critical and analytical just like they would be in a face-to-face class session.

Annotated Bibliography and Outline (20 Points) - Due February 13, 2018 by 11:59 p.m.

This assignment allows you to engage with your research topic for this course and to begin a literature review for your final paper. You are to complete an annotated bibliography consisting of 6-8 scholarly entries, preferably contemporary journal articles and book chapters, related to your research topic and a critical race framework. The annotations should briefly explain the relevance to your topic, this course, and its strengths and weaknesses as a source. When you submit your annotated bibliography, you should also submit a brief outline (1-2 pages) explaining your research topic.

CRT Social and Political Autobiography (20 Points) – Due March 13, 2018 by 11:59 p.m.

As a leader in your field, it is important for you to continuously assess your personal and professional development, challenge your strengths and weaknesses, and reflect on your social and political influences on your ability to learn and lead. This assignment gives you an opportunity topersonally, politically, and intellectually reflect on the content of this course and how it relates to your experiences as a racialized being. Your autobiography should reveal your experience with racial issues in your past, and explain the current journey you are on given what you are reading and learning in this course. Within your reflections, please consider addressing areas of personal resistance, new knowledge/perspectives, change, and/or insights, and how all of it is affecting you as a teacher, leader, scholar and/or citizen interacting with other racialized beings in society. To inspire your thoughts, please consider questions such as:

1. How have my familial, social, educational, and professional experiences been racialized?
2. How have my life experiences contributed to my understanding of myself and others as racialized beings?
3. What significant life experiences have I had that contributed to my perceptions of race, gender, sexual orientation, class, etc. identities in education?

While it is required for you to explore your racial identity given the nature of our course, please incorporate additional aspects of your identity or intersectionality of your experiences (e.g. gender, class, etc.) as well. This essay is intended to be an approximately 12-15 page reflection in which you process through your thoughts and experiences relying upon APA Format to reference our course readings.

Observing and Documenting Racism (15 Points) – Due April 3, 2018 by 11:59 p.m.

A key tenet of CRT is that racism is endemic in American society. In addition to the readings and personal reflections that you will do for this class, I would like you to be more aware of how pervasive racism is in and around your life. You will document at least three occurrences that you personally witness or observe in the media (e.g., television, newspaper, and/or social media sites) and explain what happened, why you think each incident reflects racism and whether you think it illustrates any of the key tenets of critical race theory. You will then explain how you think education research, policy, and/or practice may address the incidents you have observed.

Final Project and Panel Presentation (30 Points: 25 Points for the Paper and 5 Points for the Presentation) – Paper Due on April 24, 2018 by 11:59 p.m.

You will submit a 20-30 page paper (not including references) focused on an area of interest pertaining to CRT and education. The main objective of this assignment is to create an original research project utilizing CRT as a guiding framework. It is expected that your final paper will:

1. Critique an area (i.e. teachers, students, administration, curriculum, pedagogy,

structure, policy, or program) of education using CRT.

1. Use CRT to address an educational inequality or dilemma.
2. Demonstrate a clear understanding of CRT as a theoretical and/or analytical

framework.

1. Highlight the implications of your analysis for education and future possibilities

for further inquiry.

The paper should include the following elements:

1. Introduction of your topic (e.g., background, problem, and purpose of study)
2. Literature review and/or theoretical framework
3. Data and Methods
4. Findings or Analysis
5. Discussion and/or Implications
6. Conclusion

Evaluation of Work - All work must be turned in by the due date. At least one (1) point will be deducted from late assignments unless you have received permission from me to submit the assignment after the due date. Papers will be graded based on adherence to the directions given, the content and quality of your writing, and adherence to APA guidelines. Unless otherwise noted, all papers will be due by 11:59 p.m. on the due date. If you submit your paper outside of the class period, you may email it to me at .

Incompletes for the course will be given only in cases of emergency, illness, or circumstances out of the student’s control. If you think an incomplete is appropriate in your situation, a request has to be submitted to me prior to the last week of class.

Grade Scale –

A: 94-100%

A-: 90-93%

B+: 87-89%

B: 84-86%

B-:80-83%

If you think you may have a final grade that is less than a B-, you should discuss it with me as soon as possible.

Required and Recommended Texts and Other Materials:

1. Lynn, M. & Dixson, A. D. (2013). Handbook of critical race theory in education. New York: Routledge

1. Select readings and handouts in Box

Recommended Texts

1. American Psychological Association (2009). Publication manual of the American

Psychological Association (6th Ed.). Washington D.C.: Author

Course Schedule and Reading Assignments:

Meeting Dates / Topics for Class Meeting / Readings for Discussion During Class Meeting
January 9 / Review of Course and Assignments, and Introduction to Critical Race Theory
January 16 / History of the Social Construction of Race, Race Theory, and Racismin the U.S. / Alexander, M. (2011). The rebirth of caste.The New Jim Crow.
Haney Lopez, I. F. (1994). The social construction of race.
Winant, H. (2000). Race and race theory.
January 23 / Critical Legal Studies and Critical Race Theory: Key Writings that Introduced the CRT Movement / Bell, D. A. (1976). Serving two masters: Integration ideals and client interests in school desegregation litigation.
Delgado, R. (1984). The imperial scholar: Reflections on a review of civil rights literature.
Freeman, A. D. (1978). Legitimizing racial discrimination through anti-discrimination law: A critical review of supreme court doctrine.
January 30 / Critical Legal Studies and Critical Race Theory: Key Writings that Introduced the CRT Movement / Bell, D. A. (1980). Brown v. Board of Education and the interest-convergence dilemma.
Crenshaw, K. (1988). Race, reform, and retrenchment: Transformation and legitimation in anti-discrimination law.
Matsuda, M. (1987). Looking to the bottom: Critical legal studies and reparations.
February 6 / Critical Race Theory and the Law: The First Generation of Concepts and Themes / Bell, D. A. (1992). Racial realism.
Delgado, R. (1989). Storytelling for oppositionists and others: A plea for narrative.
Gotanda, N. (1991). A Critique of ‘our constitution is color-Blind’”.
Harris, C. I. (1993). Whiteness as Property.
February 13 / The History and Foundation of CRT in Education Research
Annotated Bibliography and Outline are Due / Ladson-Billings, G. & Tate, W. (1995). Toward a critical race theory of education.
Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education?
Parker, L. (1998). Race is race ain’t: An exploration of the utility of critical race theory in qualitative research in education.
Solórzano, D. (1997). Images and words That wound: Critical race theory, racial stereotyping, and teacher education”
Tate, W. (1997). Critical race theory and education: History, theory, and implications
Yosso, T. (2002). Toward a critical race curriculum.
February 20 / CRT and Intersectionality: The Second Generation of the Movement – AsianCrit, LatCrit, and TribalCrit / Brayboy, B. M. J. (2005).Toward a tribal critical race theory in education
Chang, R. S. (1993). Toward an Asian American legal scholarship: critical race theory, post-structuralism, and narrative space.
Solorzano, D. G. & Delgado Bernal, D. (2001). Examining transformational resistance through a critical race and LatCrit theory framework: Chicana and Chicano students in an urban context.
Terashini, R. T. (2002). Asian Americans and critical race theory: An examination of school racial climate.
Valdes, F. (1996). Latina/o ethnicities, critical race theory, and post-identity politics in post-modern legal culture: From practices to possibilities
February 27 / CRT and Intersectionality: The Second Generation of the Movement (cont.)-QueerCrit and Critical Race Feminism and Gender Identity / Crenshaw, K. W. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics.
Crenshaw, K. W. (1991). “Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color”.
Lugg, C. A. (2003). Sissies, faggots, lezzies, and dykes: Gender, sexual orientation, and a new politics of education.
Valdes, F. (1997). Queer margins, queer ethics: A call to account for race and ethnicity in the law, theory, and politics of “sexual orientation”.
March 6 / Spring Break – Enjoy!
March 13 / Critical Race Research Methodology and Epistemology
CRT Social and Political Autobiography is Due / DeCuir, J. T. & Dixson, A. D. (2004). “So when it comes out, they aren’t that surprised that it is there”: Using critical race theory as a tool of analysis of race and racism in education.
Huber, L. P. (2009). Disrupting apartheid of knowledge: testimonio as methodology in Latina/o critical race research in education.
Parker, L. & Lynn, M. (2002). What’s race got to do with it? Critical race theory’s conflicts with and connections to qualitative research methodology and epistemology.
Solorzano, D. G. & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for educational research.
March 20 / Critical Race Praxis, Intersectionality, and Interdisciplinary Methods / Alemán, E., Delgado Bernal, D. & Mendoza, S. (2013). Critical race methodological tensions: Nepantla in our community-based praxis. In M. Lynn & A. Dixson (Eds.), Handbook of Critical Race Theory in Education
Covarrubias, A. & Vélez, V. (2013). Critical race quantitative intersectionality: An anti-racist research paradigm that refuses to “Let the numbers speak for themselves.” In M. Lynn & A. Dixson (Eds.), Handbook of Critical Race Theory in Education
Decuir-Gunby, J. T. & Walker-DeVose, D. C. (2013). Expanding the counterstory: The potential for critical race mixed methods studies in education. In M. Lynn & A. Dixson (Eds.), Handbook of Critical Race Theory in Education
Howard, T. C. & Reynolds, R. (2013). Examining Black male identity through a raced, classed and gendered lens: Critical race theory and intersectionality of the Black male experience. In M. Lynn & A. Dixson (Eds.), Handbook of Critical Race Theory in Education
Stovall, D. O. (2013). “Fightin’ the Devil 24/7”: Context, Community, and Critical Race Praxis in Education. In M. Lynn & A. Dixson (Eds.), Handbook of Critical Race Theory in Education
March 27 / Educational Policies, Politics, and Critical Race Policy Analysis / Alemán, E. (2007). Situating Texas school finance policy in a CRT framework: How ‘substantially equal’ yields racial inequality””
Buris, K. L. (2013). Let’s be for real: Critical race theory, racial realism, and education policy analysis (toward a new paradigm).” In M. Lynn & A. Dixson (Eds.), Handbook of Critical Race Theory in Education
Gillborn, D. (2002). Education policy as an act of White supremacy: Whiteness, critical race theory, and education reform.
Lopez , G. R. (2003). The (racially neutral) politics of education: A critical race theory perspective.
Pyon, H. T. (2009). Review of English education policy for language minority students in the United States: A critical race theory perspective”
Valles, B. G. & Villalpando, O. (2013). A critical race policy analysis of the school-to-prison pipeline for Chicanos.
April 3 / Whiteness and Critical White Studies
Observing and Documenting Racism is Due / Bergerson, A. A. (2003). Critical race theory and White racism: Is there room for White scholars in fighting racism in education?
Leonardo, Z. (2004). The color of supremacy: Beyond the discourse of White privilege.
Lewis, A. E. (2004). “What group?” Studying Whites and whiteness in the era of “color-blindness”.
Rogers, R. & Mosley, M (2006). “Racial literacy in a second-grade classroom: Critical race theory, whiteness studies, and literacy research.
Sleeter, C. (2017). Critical race theory and the whiteness of teacher education.
Tatum, B. D. (1994). Teaching White students about racism: The search for White allies and the restoration of hope.
April 10 / Contemporary Critical Race Studies and the Future Direction of CRT / Annamma, S. A., Connor, D., Ferri, B. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability.
DePouw, C. & Matias, C. (2016). Critical race parenting: Understanding scholarship/activism in parenting our children
DiAquoi, R. C. (2018). Critical race life perspective theory: A framework for understanding racism over the life course.
Robertson, D. L. (2015). Invisibility in the color-blind era: Examining legitimized racism against indigenous peoples.
Thompson Dorsey, D. & Venzant Chambers, T. (2013). Growing C-D-R (Cedar): Working the intersections of interest convergence and whiteness as property in the affirmative action legal debate.
Vélez, V. N. Solorzano, D. G. (2017). Critical race spatial analysis: Conceptualizing GIS as a tool for critical race research in education.
April 17 / No Class – Work on Final Paper and Presentation
April 24 / Presentations and Final Paper are Due

*I reserve the right to make corrections, additions and/or modifications to the assignments, grading procedures, readings, or any other parts of this syllabus.