Handbook of Critical Race Theory in Education (2^nd Ed.)

This handbook illustrates how education scholars employ Critical Race Theory (CRT) as a framework to bring attention to issues of race and racism in education. It is the first authoritative reference work to provide a truly comprehensive description and analysis of the topic, from the defining conceptual principles of CRT in Law that gave shape to its radical underpinnings to the political and social implications of the field today. It is divided into six sections, covering innovations in educational research, policy and practice in both schools and in higher education, and the increasing interdisciplinary nature of critical race research. New chapters broaden the scope of theoretical lenses to include LatCrit, AsianCrit and Critical Race Feminism, as well as coverage of Discrit Studies, Research Methods, and other recent updates to the field. This handbook remains the definitive statement on the state of critical race theory in education and on its possibilities for the future.

Introduction; Acknowledgments; Section I Foundations of Critical Race Theory and Critical Race Theory in Education; 1 The History and Conceptual Elements of Critical Race Theory; 2 Discerning Critical Moments; 3 Critical Race Theory—What it is Not!; 4 Critical Race Theory’s Intellectual Roots: My Email Epistolary with Derrick Bell; 5 W. E. B. DuBois’ Contributions to Critical Race Studies in Education: Sociology of Education, Classical Critical Race Theory, and Proto-Critical Pedagogy; 6 Scholar Activism in Critical Race Theory in Education; SECTION II Intersectional Frameworks; 7 #SquadGoals: Intersectionality, Mentorship and Women of Color in the Academy; 8 Critical Race Theory Off-Shoots: Building on the Foundations of CRT and Emphasizing the Nuances they Offer; 9 The Inclusion and Representation of Asian Americans and Pacific Islanders in America’s Equity Agenda in Higher Education; 10 Examining Black Male Identity through a Prismed Lens: Critical Race Theory and the Complexities of Black Males’ Experiences; 11 Other Kids’ Teachers: What Children of Color Learn from White Women and what this Says about Race, Whiteness, and Gender; 12 The Last Plantation: Toward a New Understanding of the Relationship Between Race, Major College Sports, and American Higher Education; 13 Doing Class in Critical Race Analysis in Education; 14 Tribal Critical Race Theory: An Origin Story and Future Directions; 15 "Straight, No Chaser:" An Unsung Blues; 16 The Utilities of Counter Storytelling in Spotlighting Racism within Higher Education; 17 A DisCrit Abolitionist Imaginary: CRT, DisCrit, and the Abolition of Youth Prisons; SECTION III Methods/Praxis; 18 Blurring Boundaries: The Creation of Composite Characters in Critical Race Storytelling; 19 No Longer Just a Qualitative Methodology: The Rise of Critical Race Quantitative and Mixed Methods Approaches; 20 Critical Race Quantitative Intersectionality: A Toiling Movement-Building Paradigm that Refuses to "Let the Numbers Speak for Themselves"; 21 Confronting our own Complicity: Complexities and Tensions of a Critical Race Feminista Praxis in Higher Education during the Movement for Black Lives; 22 Still "Fightin’ the Devil 24/7": Context, Community, and Critical Race Praxis in Education; 23 Countering They Schools: The convergence of Dead Prez and the Matrix as a method of promoting a Critical Conscious Intellectualism in the Social Justice Education Project / Tucson's Mexican American/Raza Studies Program; 24 Critical Race Theory & Education History: Constructing a Race-Centered History of School Desegregation; Section IV Critical Race Policy Analysis; 25 The Policy of Inequity: Using CRT to Unmask White Supremacy in Education Policy; 26 A call to "do justice:" A CRT analysis of urban teacher preparation; 27 Critical Race Theory, Teacher Education, and the "New" Focus on Racial Justice; 28 Let's Be For Real: Critical Race Theory, Racial Realism, and Education Policy Analysis (Toward a New Paradigm); 29 A Critical Race Policy Analysis of the School-to-Prison Pipeline for Chicanos; 30 Badges of Inferiority: The Racialization of Achievement in U.S. Education; 31 Racial Failure Normalized as Correlational Racism: CRT/LatCrit and the Educational Policy Attack against Latinx Populations; 32 A Movement in Two Acts: Actually Existing Racism, CRT, and the Charter School Movement

Marvin Lynn is Professor of Black Studies at Portland State University.

Adrienne D. Dixson is Professor of critical race theory and education at the University of Illinois, Urbana-Champaign.