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Critical Race Theory (CRT)
Critical race theory (CRT) emerged in the United States in the early 1990s among predominantly Black scholars who challenged a dominant discourse about “whiteness”, which they saw as a notion deeply imbedded in Western legal and institutional structures. Social assumptions about “whiteness” and “blackness” – and the hybrid space in between occupied by “mulattoes” and the like – maintained a culture of separation not only in the legal system but, CRT theorists argued, in the educational system. The landmark case in the US, Brown vs The Board of Education, legally ended educational segregation in 1954. However, CRT argues that a form of educational segregation continues through subtle psychological and cultural marginalisation which assumes success for dominant (white) groups and failure for minority (Black, Indigenous and Latin American) groups.
CRT as a theory for education, endeavours to move beyond the recognition of cultural difference on a purely ‘ethnic’ level, for example, in the pursuit of occasional activities such as Harmony Day. Instead, CRT draws heavily on individual stories as a tool for raising awareness of the experience of difference and building mutual understanding across cultural groups in order to deepen, and equalise, students’ educational experience.
One of CRT’s signature themes is that for any meaningful positive change to happen, alternative stories or 'counter-narratives' are necessary. However, CRT emphasizes that we also need to challenge existing socio-economic structures in a way that provides equal opportunities for all, irrespective of race, gender or religion. In the context of schools, it is imperative that school administrative structures and pedagogical approaches are responsive to the various student groups. Only then can the experience of a racial or ethnic stereotype be challenged and critically debunked.
For some useful resources on Critical Race Theory, click here.