This article is written by Tara J. Yosso where she brings critical race theory into discussion on how it can help change the curriculum towards more inclusive teaching strategies. Critical Race Theory (CRT) "can be a guide for educators to explore and challenge contemporary forms of racial inequality disguised as neutral objectives." (Yosso, 2017). CRT looks at the structure of class and curriculum processes by which students of color are placed in and is a tool to analyze and challenge racism of all kinds that expose white privilege supported by traditional curriculum. In other words, challenging schools to dismantle racial inequality. CRT exposes whos knowledge has been considered "valid" which have served to maintain racial, gender, and class inequality. If we look at the traditional curriculum it was made by white power holders (that being mostly men) who would be uncomfortable around these topics. Instead of working through these topics of race, gender, sexuality, classism, etc, they are ignored. Which is then jumping to assume the idea that schooling is equal when it is not.
CRT views the role of curriculum as a tool for enforcing cultural assimilation and gender role reproduction. Motivates us to challenge traditional curricular structures that marginalize students of color. Its approach is to create equitable conditions in schools by incorporating the knowledge of people of color. It is important to broaden understandings of curriculum beyond the visible materials presented in class. For example instead of a white person teaching a person Indigenous culture, it would be more effective to bring in an elder to teach the class. Same goes for any culture taught. Critical race scholars emphasize the importance of building curriculum from knowledge that originated from "the very people that have been pushed to the bottom of society" (Bell, 1992). This has not been the traditional knowledge of curriculum. Another approach is to incorporate more teachers, leaders of the school board and institutions with people of colour. In the article it is heavily spoken upon unequal chances for education; "Traditional school curricula prepares white class students to make decisions and problem solve so that they can be in charge of workplaces" (Yosso, 2017). This statement is realizing that because the higher people in control are white, they have been cautious of their privilege to not slip out of their "elite" hands. Meaning the traditional curriculum prepares students of color to serve the elite society of white people so the dominant groups can remain dominant.
"Critical Race Curriculum is the approach to understanding curricula structures, processes, and discourses informed by critical race thoery" (Yosso, 2017). There are five tenets of CRT to enforce a critical race curriculum which are:
(1) acknowledge the central and intersecting roles of racism, sexism, classism, etc that maintain inequality in curricula structures.
Our education system and leaders have been consciously denying students of colour the opportunity to take higher level courses like AP, giving this chance to white students so that white people remain in power, in charge, and as leaders of society. CTR challenges this unequal system of denying university access to students off colour and demands ALL students equal opportunities for higher education.
(2) challenge dominant social and cultural assumptions regarding culture and intelligence, language, and capability, objectivity and meritocracy.
Challenge dominant social and cultural assumptions regarding cultural and intelligence, language and capability which marginalize students of colour. It is through schools that racial stratification (dividing population) continues in society. CRT examines the curricula structures in schooling that maintain inequality. Which is that curriculum claims to be objective but actually is normalizing the system of racism, sexism, classism, etc. It becomes a "traditional remedy" that does nothing.
(3) direct the formal curriculum toward goals of social justice and hidden curriculum towards Freirean goals of critical consciousness.
Essentially a CRC seeks out, participates, and promotes consciousness about struggles of social justice and roles of race that mistreat students of colour which is important for transforming curriculum. Students are already exposed daily to social topics like race, gender, classism, feminism and sexuality. These students are not provided tools to analyze and properly critique or correct wrong ideas or assumptions. So it is essential to make students conscious of correct ideologies and provide correct notions.
(4) develop counter discourses through storytelling, narratives, chronicles, history, scenarios, biographies that draw on lived experiences of students of color into the classroom.
CRC acknowledges that even the lived experiences (at home) are marginalized in the classroom or silenced. Emphasize importance of listening and learning from experiences of students of colour when they are excited to inform the classroom what they have learnt at home. Utilize shared and individual experience of race, class, gender, sexuality, immigration status without shutting it down immediately. Fourth rennet talks about parent involvement and how that was defined by white dominant parents. Acknowledging that most parents work schedules that will not line up with school involvement activities (parent teacher conferences). Taking into consideration the multiples jobs or shift work (dabbles into tenet 1 where that generation of parents might not possess a job that can conform to the schools agenda because they ere not chosen to obtain a high level of education). This does not mean those families devalue school, they just cannot "economically conform". CC does not shut down at home culture in the classroom and even motivates all students to involve their language used at home in the classroom as a strategy of connecting their own ideas. Other students then can learn the importance of their culture.
(5) utilize interdisciplinary methods of historical contemporary analysis to articulate the linkages between educational and societal inequality. The article goes into further descriptions of each 5 tenets.
Using the community as a sense of involvement in schools. For example, working with community based organizations to strengthen and nurture historical memory to facilitate knowledge of creation about the changing nature of racism" (Yosso, 2017). Organizations that link critical race theory and practice. These organizations are reminders that critical race research should inform teaching and teachers should implement or involve these organizations. The organizations connect the struggles of racial inequality and life in schools eliminating racism in society and schools. Like St. Augustine Community school, which takes into account of the families that are at risk or have low income. Community schools provide cultural suppers, proper winter wear, clothing, and incorporate the children's culture into a school setting during and after.
References:
Yosso, Tara J. “Toward a Critical Race Curriculum.” Equity & Amp; Excellence in Education, vol. 35, no. 2, 2002, pp. 93–107., https://doi.org/10.1080/713845283.
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