Critical Race Theory and Education: Racism and Anti-Racism in Educational Theory and Praxis

Autor/in	Gillborn, David
Titel	Critical Race Theory and Education: Racism and Anti-Racism in Educational Theory and Praxis
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 27 (2006) 1, S.11-32 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
Schlagwörter	Racial Bias; School Effectiveness; Educational Researchers; Educational Change; Critical Theory; Race; Theory Practice Relationship; Foreign Countries; Educational Policy; Educational Improvement; Teaching Methods; United Kingdom + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Schuleffizienz; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Bildungsreform; Kritische Theorie; Rasse; Abstammung; Theorie-Praxis-Beziehung; Ausland; Politics of education; Bildungspolitik; Teaching improvement; Unterrichtsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Großbritannien
Abstract	What is Critical Race Theory (CRT) and what does it offer educational researchers and practitioners outside the US? This paper addresses these questions by examining the recent history of anti-racist research and policy in the UK. In particular, the paper argues that conventional forms of anti-racism have proven unable to keep pace with the development of increasingly racist and exclusionary education polices that operate beneath a veneer of professed tolerance and diversity. In particular, contemporary anti-racism lacks clear statements of principle and theory that risk reinventing the wheel with each new study; it is increasingly reduced to a meaningless slogan; and it risks appropriation within a reformist "can do" perspective dominated by the de-politicized and managerialist language of school effectiveness and improvement. In contrast, CRT offers a genuinely radical and coherent set of approaches that could revitalize critical research in education across a range of inquiries, not only in self-consciously "multicultural" studies. The paper reviews the developing terrain of CRT in education, identifying its key defining elements and the conceptual tools that characterize the work. CRT in education is a fast-changing and incomplete project but it can no longer be ignored by the academy beyond North America. (Contains 1 figure and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10