Critical Race Theory In The Classroom
A high school English teacher's project to implement critical race theory into the classroom.
On NBC’s “Meet the Press” on December 26, Loudoun County School Board President Brenda Sheridan insisted it was neither in Loudoun County Public Schools nor the curriculum. “‘It’s not in our curriculum, because it would be inappropriate,’ Sheridan said.”
For well over 50 years, critical theorists and pedagogists have been weaving their ideology of Marxism and neo-Marxism into every facet of the American education system.
The infiltration of this ideology started with theorists, whose ideas were taught to college of education students as “best practice.” Their philosophy was then incorporated into teaching pedagogy, which is the application of theory of learning. The ideological mindset then filters into the classroom, becoming the pedagogical standard for how teachers plan and teach content. This ideology becomes so ingrained into the fabric of an educator that any challenge to this orthodoxy is taken as a personal attack.
Parents pushing back against school boards, administration, and teachers due to the implementation of diversity, equity, and inclusion policies was taken by those in education as a direct attack on their belief system.
While the national narrative surrounding critical race theory in K-12 classrooms is often brushed off with repetitive statements such as “CRT is not in schools,” or “It is a graduate level Law course,” academia is doubling down.
In December of 2021, high school English educator Darci J. Brown argues that “this project seeks to distinguish (for current educators) the importance of pedagogical strategies and practices that empower the liberation of all students by incorporating concepts of critical pedagogy and critical race theory within their contemporary classroom” (pg 15).
In her paper, Brown wrote that these new pedagogical practices should include four dimensions that align with critical race theory and critical pedagogy.
The author advocated using “Social Emotional Learning” as one of the vessels to implement Critical Pedagogy as a means to develop the whole child. “By understanding and utilizing elements of critical race theory, critical pedagogists can provide safe classroom environments that empower students to critically examine racism, sexism, classism, and other forms of oppression within the classroom as well as within their everyday lives” Brown wrote (pg. 39).
In addition to SEL, she argued that “Social Justice Education” is necessary as a complimentary pedagogy to enhance the learning of students. However, in order to achieve peak learning Brown wrote, “SJE requires teachers to be self-reflective of their power and privilege; especially white teachers when it comes to “neutrality, objectivity, colorblindness, and meritocracy, beginning with white educators understanding and acknowledging their whiteness and how the dominant culture has determined white to be the standard or norm” (pg 43).
The author also argued that the third necessary component to classroom pedagogy includes “Student Centered Learning.” Brown wrote, “SCL encompasses characteristics and qualities that align with both critical pedagogy and critical race theory” (pg. 44).
The fourth dimension Brown advocates for was the implementation of Anti-racsit education. Drawing upon ideas from Dr. Ibram X. Kendi, the author noted “In order to confront issues of power and oppression, antiracist education comprehends and recognizes intersectionality as well as realizes that all individuals are impacted by living in a racial society” (pg 50).
The goal for the author is to not only highlight how to integrate Critical Race Theory and Critical Pedagogy into the classroom and curriculum, but to use this synthesis of ideologies and “best practices” to create a teacher training program.
Brown’s long term goal is to take these pedagogical ideas and make a series of presentations to other districts statewide, and even nationally, as a form of “awakening” for educators.
While parents across the country stand up to school boards and districts which overtly or covertly push Critical Race Theory and Critical Pedagogy, teachers and administration are starting to double down on the implementation of this destructive ideology.
Resources
Presentation Slides