![]() Starting from Ladson-Billings’s watershed edited CRT text on race and social studies in 2003, this study provides a comprehensive theoretical review of scholarly literature in the social studies education field pertinent to the nexus of CRT, racialized citizenship, and race(ism). We draw from the cautionary ethos of this canon of literature as the impetus for examining CRT’s terrain in social studies education research. Whereas CRT’s popularity can be viewed as a welcome sign, scholars continually caution against its misappropriation and overuse, which dilute its criticality. ![]() Since its introduction as an analytic and theoretical tool for the examination of racism in education, CRT scholarship has proliferated as the most visible critical theory of race in educational research. Critical What What? A Theoretical Systematic Review of 15 Years of Critical Race Theory Research in Social Studies Education, 2004–2019. Thus, indicating we are not going deep enough in our research of Blackness and its complexities and intersectionalities.īusey, C. Thirteen of the 18 articles met one or more search criteria and were included in the review, however, no articles matched 100 percent for inclusion. Multiple reviews occurred to isolate the articles that contained all the search criteria and multiple reviews occurred that selected the Boolean phrase or phrases that the researcher was searching for. A Boolean search revealed 18 articles met criteria for consideration. A narrative literature review was conducted to examine how researchers address the concept of intersectionality using critical race theory, racial space theory, and Black identity development. Taboo: The Journal of Culture and Education, 19(4), 2.Ībstract. Are (we) going deep enough?: A narrative literature review addressing critical race theory, racial space theory, and black identity development. Critical Race Theory and Empirical Sociology. In this collection of open-access articles, researchers consider ways Critical Race Theory can be used to frame studies that look at the intersection of race and other societal, cultural, economic, and or political factors.Ĭhristian, M., Seamster, L., & Ray, V. In other words, we should be intentional about how we identify problems, carry out studies, and interpret the results. A CRT-based research practice is also in line with classic social science methodological precepts to think carefully about operationalization of concepts, fit of data and method to research question, and the logic of inquiry. Selection of an analytical object, measurement of racial groups (Zuberi, 2001), choice of method (Zuberi & Bonilla-Silva, 2008), the theoretical framing of our analysis and findings (Elias & Feagin, 2016), and the choice of empirical foci are inevitably shaped by political concerns. How can researchers look at these problems and build new understandings about how to move forward? Christian and Ray (2019) observe:Įeing research as part of a racialized social system means that research design is rarely race-neutral. ![]() While press articles and social media posts ascribe other meanings, in fact Critical Race Theory points to the need to move beyond individual feelings of guilt to actions that address issues at a systemic level. Critical Race Theory acknowledges the continuing impacts of slavery and segregation, illuminating how institutionalized racism perpetuates an inherently unequal system. We need to understand the larger forces that influence attitudes and behaviors, a way of thinking represented by Critical Race Theory.Īs Sharon Ravitch noted in an earlier Methodspace post:Ĭritical Race Theory recognizes that racism transcends individual bias and prejudice, it is embedded in legal, social, and educational policies and practices that uphold racial inequality. Today, we realize that individual change, while important, is not enough. Our goals were focused on building self-awareness and changing individual behaviors and cultures in the classroom or workplace. ![]() ![]() In an earlier stage of my career I ran a program at Cornell University that offered professional development about a wide range of “isms”. ![]()
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