Fighting Racism through Higher Education Policy, Curriculum, and Cultural Interventions
Edited By Virginia Stead
This book shouts out ways that we can and must respond to the sickening accumulation of racially inspired and systemically sanctioned deaths. Today, we remember the passing of young, Black Michael Brown in Ferguson, Missouri. In responding to this event, we are determined to dismantle the alexithymia (indifference to the suffering of others) that pervades our campuses. It is nothing less than a by-product of racism protected by the illusion of democracy.
RIP Jim Crow contains three sections: (1) Antiracist Theory and Policy; (2) Antiracist Administration, Curriculum, and Pedagogy; and (3) Antiracist Cultural Interventions.
Each of the 31 chapters contributes to the normalization of anti-racist policy within academic institutions, antiracist discourse within academic cultures, and institutional praxis that upholds speaking out against racist activity. The hope is that this book will also reduce racism in the broader world through academic relationships with community partners.
Chapter Nine: Casualties in the Classroom: How Critical Race Theory Is Weaponized to Safeguard White Supremacy
Casualties IN THE Classroom
How Critical Race Theory Is Weaponized to Safeguard White Supremacy
MELANIE M. ACOSTA, BRIDGETTE G. JOHNSON, CHARISSE HUDSON-VASSELL, MICHAEL HUDSON-VASSELL, AND JUSTIN HOSBEY
[It is within the] same educational process which inspires and stimulates the oppressor with the thought that he is everything and has accomplished everything worthwhile … [that the] Negro [is] thus educated [and becomes] a hopeless liability of the race.
—CARTER G. WOODSON (THE MIS-EDUCATION OF THE NEGRO, 1933)
As a framework for understanding the machinations of American political and civil society, Critical Race Theory (CRT) posits a powerful assertion. The idea that racism (specifically White supremacy) is a permanent fixture of the United States, inextricably tied to the foundational institutions of our nation, challenges liberalist notions concerning the need of social justice to address racial inequality (Bell, 2002; Yosso, 2005). A prevailing quality of CRT is that it prioritizes the experiences of people of color, cherishing their narratives as invaluable to the pursuit of a just society (Crenshaw, Gotanda, Peller, & Thomas, 1995; Ladson-Billings & Tate, 1995). Within the last two decades, CRT has been introduced in education programs to aid practitioners in stemming the role race plays in maintaining educational inequities (Chapman, 2011; Lynn & Dixson, 2013).
Yet, despite the philosophical strength of CRT as a tool of analysis, there is a paucity of research focused on the experiences of racially marginalized students who...
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