Countering the Furor around Critical Race Theory

Autor/inn/en	Kaplan, Leslie S.; Owings, William A.
Titel	Countering the Furor around Critical Race Theory
Quelle	In: NASSP Bulletin, 105 (2021) 3, S.200-218 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Owings, William A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/01926365211045457
Schlagwörter	Critical Theory; Race; Public Schools; Controversial Issues (Course Content); United States History; Racial Bias; Educational Environment; Administrator Role; Principals; Leadership Styles; Educational Quality; Teacher Role; Politics of Education; Secondary Education; Teacher Attitudes; History Instruction; Ideology; Citizenship Education + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Public school; Öffentliche Schule; Controversial issues; Kontroverse; Racial discrimination; Rassismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Principal; Schulleiter; Führungsstil; Quality of education; Bildungsqualität; Lehrerrolle; Educational policy; Bildungspolitik; Sekundarbereich; Lehrerverhalten; History lessons; Geschichtsunterricht; Ideologie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung
Abstract	National right-wing media and their viewers are alleging that critical race theory (CRT) is "infecting" public school classrooms, fueling an assault on how schools should discuss race, racism, and our nation's history. This turmoil over curriculum and teaching "sensitive" topics is deeply upsetting to teachers. Principals can strengthen their school's climate, shared leadership, and improve instruction and academic success for all students by helping their teachers manage and respond appropriately to parental and community questions about CRT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01