critical race studies in education conference

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Critical Race Studies in Education Association

Thursday, October 28, 2021

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About this Event

The Critical Race Studies in Education Association (CRSEA), the conference brings together scholars, activists, educators, students, and community members who use critical race studies as a tool to frame, examine, document, understand, and transform racial inequalities in education and in the broader society. The theme of this year's conference is, "Racial Realism in Real Time: (Re)Committing to and (Re)Invigorating Our Struggle for Empowerment through Research, Activism and Praxis.” The 2021 conference strives to stimulate an intellectual, political, activist, and liberatory space, where researchers, activists, educators, youth leaders, community members are encouraged to propose and present their works in order to (re)energize and (re)invigorate our community.

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• Race, Inequality, and Language in Education

RILE Fall Conference 2021

Beyond barriers: challenging persistent educational inequalities in a new hybrid world.

The annual conference on Race, Inequality, and Language in Education brings together local, national, and international scholars to share their research and to elevate the work of Stanford GSE faculty and students.

Our 2021 conference took place October 4-8, with a bonus session added on October 15th. 

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Conference Program

Monday, October 4th:  Beyond #StopAAPIHate | Challenging Stereotypes and Confronting Racism in Schools

Tuesday, October 5th: Beyond a Variable | Addressing Racial Inequality in Access and Opportunity

Wednesday, October 6th: Beyond Borders | Exploring Issues of Race and Education in Latin America

Thursday, October 7th:  Beyond Harm | Confronting School-Induced Trauma for Students of Color

Friday, October 8th:  Beyond the Headlines | Correcting Misconceptions and Considering the Potential of Critical Race Theory in Schools

Monday, October 4th, 3:00pm-4:00pm PT

Beyond #StopAAPIHate | Challenging Stereotypes and Confronting Racism in Schools

Panel discussion featuring:

Dr. Stacey J. Lee is the Frederick Erickson WARF Professor of Educational Policy Studies and a faculty affiliate in Asian American Studies at the University of Wisconsin-Madison. Her research focuses on the role of education in the incorporation of immigrants into the United States. She is the author of Unraveling the Model Minority Stereotype: Listening to Asian American Youth and Up Against Whiteness: Race, School and Immigrant Youth .

Dr. Eujin Park is an IDEAL Provostial Fellow for Studies in Race and Ethnicity at Stanford University. Dr. Park draws upon Critical Race Theory, Asian American Studies and community-engaged research to examine how Asian American youth and families negotiate with race in and through educational institutions.

Dr. OiYan Poon is an associate professor affiliate at Colorado State University in the School of Education. In her research, she focuses on the racial politics of Asian Americans as well as affirmative action, and systems and practices in college admissions and enrollment management.

Tom Shimura , known by his stage name Lyrics Born, is a Bay Area rapper with a career spanning over a decade. Lyrics Born’s music is a reflection of his multicultural upbringing and his latest single, "ANTI," raised funds for and brought awareness to the #StopAAPI campaign.

View Day 1 recording

Tuesday, October 5th, 3:00pm-4:00pm PT

Beyond A Variable | Addressing Racial Inequality in Access and Opportunity

Micro talk and panel discussion featuring:

Dr. Francis A. Pearman is an assistant professor in the Graduate School of Education at Stanford University. Professor Pearman's research focuses on how poverty and inequality shape the life chances of children, especially in rapidly changing cities.   

Dr. Dominique Baker is an assistant professor of education policy at Southern Methodist University. Her research focuses on the way that education policy affects and shapes the access and success of minoritized students in higher education. Her work and expertise have been highlighted by  The Atlantic ,  The New York Times ,  The Washington Post , and National Public Radio.

Dr. Dania Francis is an assistant professor of economics at University of Massachusetts Boston. Her current research involves using experimental and quasi-experimental methods to identify structural causes of racial and socioeconomic academic achievement gaps. More broadly, Dr. Francis’ research interests include examining racial and socioeconomic disparities in education, wealth accumulation, and labor markets.

Dr. Jacob William Faber is an associate professor of sociology and public service at New York University. He leverages observational and experimental methods to study the mechanisms responsible for sorting individuals across space, and how the distributions of people by race interact with political, social, and ecological systems to create and sustain inequality.

View Day 2 recording

Wednesday, October 6th, 3:00pm-4:00pm PT

Beyond Borders | Exploring Issues of Race and Education in Latin America

Dr. Daniel Mato  is a professor at the Universidad Nacional Tres de Febrero and principal researcher at the National Council for Scientific and Technical Research. He holds the UNESCO Chair “Higher Education and Indigenous and Afro-descendant Peoples in Latin America” and has authored numerous publications on culture, politics, power, and racism in higher education.

Dr. Silvio Almeida is an associate professor of law and philosophy at the Mackenzie Presbyterian University, São Paulo, Brazil, where he directs the Inclusion and Diversity Project, which prepares Black students for careers in major law firms. He is associate professor at the Getulio Vargas Foundation School of Business Administration and author of  Structural Racism  and many other publications.

View Day 3 recording

Thursday, October 7th, 3:00pm-4:00pm PT

Beyond Harm | Confronting School-Induced Trauma for Students of Color

Dr. Farzana Saleem is an assistant professor in the Graduate School of Education at Stanford University. Dr. Saleem’s research examines the influence of racial stressors and culturally relevant practices (e.g., racial socialization) on the psychological health, academic success, and well-being of Black adolescents and other youth of color.

Dr. Tyrone Howard is the Pritzker Family Endowed Chair and professor in the School of Education & Information Studies at the University of California, Los Angeles. His research addresses race, culture, access, and educational opportunity for minoritized student populations. Professor Howard is a member of the National Academy of Education, and an American Educational Research Association Fellow.

View Day 4 recording

Friday, October 8th, 3:00pm-4:00pm PT

Beyond the Headlines | Correcting Misconceptions and Considering the Potential of Critical Race Theory in Schools

Dr. Subini Ancy Annamma is an associate professor in the Graduate School of Education at Stanford University. Her research critically examines the ways students are criminalized and resist that criminalization through the mutually constitutive nature of racism and ableism, how racism and ableism interlock with other marginalizing oppressions, and how these intersections impact youth education trajectories in urban schools and youth prisons. Further, she positions students as knowledge generators, exploring how their narratives can inform teacher and special education.

Dr. Cheryl E. Matias is a professor and director of secondary teacher education at the University of Kentucky. Her research focuses on race and ethnic studies in education with a theoretical focus on critical race theory, critical whiteness studies, critical pedagogy, and feminism of color. Specifically, she uses a feminist of color approach to deconstruct the emotionality of whiteness in urban teacher education and how it impacts urban education. 

View Day 5 recording

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To learn more about the RILE annual conference, contact Terrance Turner at [email protected] .

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University libraries, research guides, critical race and ethnic studies guide.

• Additional Critical Discourses
• CRT in Education
• CRT in Sociology
• CRT in Religious Studies
• Related Titles of Interest

CRSEA Conference

Relevant Databases

A Working Definition of CRT by Dr. Daniel Solorzano | Saint Mary's College

Five Tenets of Critical Race Theory in Education - Sources

• The Centrality and Intersectionality of Race and Racism
• Challenge to Dominant Ideology
• Commitment to Social Justice
• Experiential Knowledge and Counterstorytelling
• Interdisciplinary Perspectives
• Kimberle Crenshaw, "Demarginalizing the Intersection of Race and Sex: Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics."
• Kimberle Crenshaw, "Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color"
• Gillborn, David, and Laurence Parker. "Intersectionality, Critical Race Theory, and the Primacy of Racism: Race, Class, Gender, and Disability in Education." Qualitative Inquiry 21, no. 3 (2015): 277-87.

• Anthony E. Cook, "The Spiritual Movement towards Justice"

• Bernal, Dolores Delgado. "Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies: Recognizing Students of Color as Holders and Creators of Knowledge." Qualitative Inquiry 8, no. 1 (2002): 105-26. For too long, the histories, experiences, cultures, and languages of students of color have been devalued, misinterpreted, or omitted within formal educational settings. In this article, the author uses critical race theory (CRT) and Latina/Latino critical theory (LatCrit) to demonstrate how critical raced-gendered epistemologies recognize students of color as holders and creators of knowledge. In doing so, she discusses how CRT and LatCrit provide an appropriate lens for qualitative research in the field of education. She then compares and contrasts the experiences of Chicana/Chicano students through a Eurocentric and a critical raced-gendered epistemological perspective and demonstrates that each perspective holds vastly different views of what counts as knowledge, specifically regarding language, culture, and commitment to communities. She then offers implications of critical raced-gendered epistemologies for both research and practice and concludes by discussing some of the critiques of the use of these epistemologies in educational research.
• Solórzano, Daniel G, and Tara J Yosso. "Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research." Qualitative Inquiry 8, no. 1 (2002): 23-44. This article addresses how critical race theory can inform a critical race methodology in education. The authors challenge the intercentricity of racism with other forms of subordination and exposes deficit-informed research that silences and distorts epistemologies of people of color. Although social scientists tell stories under the guise of “objective” research, these stories actually uphold deficit, racialized notions about people of color. For the authors, a critical race methodology provides a tool to “counter” deficit storytelling. Specifically, a critical race methodology offers space to conduct and present research grounded in the experiences and knowledge of people of color. As they describe how they compose counter-stories, the authors discuss how the stories can be used as theoretical, methodological, and pedagogical tools to challenge racism, sexism, and classism and work toward social justice.
• Richard Delgado, "Storytelling for Oppositionists and Others: A Plea for Narrative"

• Richard Delgado, "Imperial Scholar: Reflections On a Review of Civil Rights Literature"

Articles and Journals

• Past and Current DU HED Scholars
• Freely Available Journals
• Duran, Lynda. “The Authenticity Trap: A Critical Race Interrogation.” About campus 27, no. 4 (2022): 13–17.

Several HED Alumni (Chayla Haynes, Meseret Hailu, and Saran Stewart) recently edited a special issue in the  International Journal of Qualitative Studies in Education  ( Volume 32, 2019 - Issue 9 ) titled:  Black Deprivation, Black Resistance, and Black Liberation: the influence of #BlackLivesMatter (BLM) on higher education .  Also appearing in this edited volume are MCE alums Myntha Anthym (RMS) and Molly Sarubbi (HED) and Professor Frank Tuitt (HED).  This special issue can be accessed  here  and include the following articles:

• Anthym, Myntha, and Franklin Tuitt. "When the Levees Break: The Cost of Vicarious Trauma, Microaggressions and Emotional Labor for Black Administrators and Faculty Engaging in Race Work at Traditionally White Institutions." International Journal of Qualit The purpose of this article is to offer insight to administrators and human resource professionals at Traditionally White Institutions (TWIs) about developing action plans that provide meaningful support to Black administrators and faculty who are coping with racial trauma. Operationalizing tenets of Critical Race Methodology (CRM), the counter-narratives presented here are drawn from 15 years of unpublished professional and personal communication created by an individual Black faculty and administrator. The lectures, conference presentations, commencement addresses and other ephemera trace the development of battlements and emotional battle scars over the early years of one scholar-activist’s career at TWIs. The calamitous aftermath of Hurricane Katrina is considered in this context both as metaphor and collective psychic wound. As such, it illuminates other instances of vicarious trauma, foreshadows the Movement for Black Lives, and provides a devastating illustration of administrative unpreparedness. Revealing the ramifications of racial trauma can serve to help others who suffer to feel less alone and can provide stakeholders in higher education with valuable knowledge for the sake not only of recruitment and retention, but institutional transformation.
• Haynes, Chayla, and Kevin J Bazner. "A Message for Faculty from the Present-day Movement for Black Lives." International Journal of Qualitative Studies in Education 32, no. 9 (2019): 1146-161. The present-day movement for Black lives calls attention to the antiblackness that is supported and reinforced in White America. Antiblackness ostensibly contextualizes what it means to Learn While Black at predominantly White institutions. This article presents a content analysis of the demands that pertain to faculty and faculty work Black students submitted to institutional leaders in the aftermath of Ferguson and the campus rebellion led by Concerned Student 1950 at the University of Missouri. Study findings point to the classroom as a pedagogical site of Black Liberation; that is, interrogating Whiteness. This article concludes with recommendations to help faculty, especially White faculty, in interrogating whiteness and advancing Black Liberation in higher education.
• Hailu, Meseret F, and Molly Sarubbi. "Student Resistance Movements in Higher Education: An Analysis of the Depiction of Black Lives Matter Student Protests in News Media." International Journal of Qualitative Studies in Education 32, no. 9 (2019): 1108-12 Popular media shapes societal perceptions and discourse. The growing use of news media in higher education practices (outreach, admissions, and campus communication) have heightened the need for institutional leadership to not only understand the general impact of popular media but also to comprehend students’ representation, as well as the acquisition and dissemination of media content. In this study, authors present a media content analysis of newspaper coverage of the Black Lives Matter (BLM) movement in the well-known periodical, the Chronicle of Higher Education. Ultimately, this study demonstrates (1) organizational leadership can be influenced and disrupted to promote racial justice and (2) the discursive treatment of the BLM in popular media and, and by extension, in the United States’ public imagination. Overall, this study suggests that in situations where institutional policies perpetuate racial inequity, BLM student movements have the capacity to complicate existing discourse about Blackness in higher education and catalyze substantial social change.
• Stewart, Saran, and Chayla Haynes. "Black Liberation Research: Qualitative Methodological Considerations." International Journal of Qualitative Studies in Education 32, no. 9 (2019): 1183-189. This article provides an overview of critical qualitative considerations for Black Liberation Research. The methodological considerations focus on: (a) resistance research as paradigm, (b) researcher positionality, (c) naming Black deprivation as the problem of study, (d) situating Black Liberation as the aim of analysis, and (e) centering emotions as humanizing methods. Taken together, the articles in this special issue provide an example of how Black Liberation Research can support the #BLM movement and simultaneously seek to disrupt Black deprivation in the academy.
• Maria C. Malagon; Lindsay Perez Huber; Veronica N. Velez, "Our Experiences, Our Methods: Using Grounded Theory to Inform a Critical Race Theory Methodology," Seattle Journal for Social Justice 8, no. 1 (Fall/Winter 2009): 253-272 As CRT scholars, we build from these four sources and argue that our cultural intuition informs not only data collection and analysis, but also the entire research process itself--from the questions we ask and the methodologies we employ, to the ways we articulate our findings in the writing process. ... By working to situate grounded theory within a critical race framework, we strengthen the interdisciplinary, methodological toolbox for qualitative critical race research, which seeks to build theory from the lived experiences of the researchers' informants and research collaborators. ... Background Grounded theory is primarily a methodological strategy developed by Barney Glaser and Anselm Strauss to generate theory from real life experience. ... Using a CRT lens helps move toward this goal, as we move our scholarship forward in a social context where racism maintains permanence and expose the many ways that racism manifests in the daily experiences of People of Color. ... While there are many approaches researchers can take, we briefly discuss our epistemological stance--a Chicana feminist epistemology--and specifically, how we can utilize our own cultural intuition in a critical race-grounded theory methodology.
• Matias, Cheryl E, and Daniel D Liou. "Tending to the Heart of Communities of Color: Towards Critical Race Teacher Activism." Urban Education 50, no. 5 (2015): 601-25. Critical Race Theory and Critical Whiteness Studies assert colorblindness flourishes when most urban teachers who are White feel emotionally uncomfortable to engage in dynamics of race in the classroom. Colorblind ideology distorts urban teaching because it presumes (a) many White teachers are missionaries trained to save and (b) urban schools are pathological deficits that need to be saved. We propose a community of color epistemological approach that draws from emotional strengths found inside urban communities of color and supports the pedagogical and emotional investment needed to (a) operate critical race activism inside urban classrooms and (b) disrupt the normalcy of Whiteness in schools. We present a counterstory of how one urban teacher engaged in critical race teacher activism.
• Matias, Cheryl E, and Peter M Newlove. "The Illusion of Freedom: Tyranny, Whiteness, and the State of US Society." Equity & Excellence in Education 50, no. 3 (2017): 316-30. Abstract: Despite boasting its self-characterization as the “land of the free,” US American “freedom” is, at times, tainted with historical amnesia, hypocrisy, and inhumanity. This article examines today's socio-political climate by drawing from de Tocqueville's (2003) prediction that American democracy is a tyranny of the majority. Because tyranny relies on gaslighting and dismissing facts, no definitive portraiture of freedom is made; therefore, the tyrannized wonder whether they are truly living within freedom or, instead, in collective submission to its illusion. This article examines this phenomenon in order to investigate how whiteness (re)produces conditions of disillusionment and tyranny. By employing hermeneutics of whiteness as a methodology, the authors investigate how whiteness infiltrates thoughts/epistemology, speech/rhetoric, emotions/emotionality, and nationalistic symbols/semiotics. The authors analyze implications for US education and offer a plea for all to consider.
• Journal of Critical Thought and Praxis The Journal of Critical Thought & Praxis is a peer-reviewed on-line journal committed to providing a space for critical and progressive scholarship, practice, and activism. Our mission is to create an accessible and inter/transdisciplinary journal that supports awareness and challenges individuals to move towards advocacy. The journal brings together emerging scholars, educators, and activists with the intention of providing recognition to the work of the social justice community. JCTP explores, challenges, and pushes the boundaries within the intersections of identity in a multicultural society, while providing all authors with developmental feedback.
• The International Journal of Critical Pedagogy "The International Journal of Critical Pedagogy is committed to publishing original articles that propose innovative understandings and applications of critical pedagogy. The journal covers a wide range of perspectives in areas such as: Diversity, popular culture,media literacy, critical praxis, experimental methodologies"
• Understanding and Dismantling Privilege An interdisciplinary journal focusing on the intersectional aspects of privilege, bridging academia and practice, highlighting activism, and offering a forum for creative introspection on issues of inequity, power and privilege.
• International Journal of Multicultural Education International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for all, cross-cultural understanding, and global awareness in all levels of education including leadership and policies, IJME publishes (1) reports of empirical research typically in qualitative research orientation (some special issues may publish quantiative studies); (2) literature-based conceptual articles that advance theories and scholarship of multicultural education; and (3) praxis articles that discuss successful multicultural education practices grounded on sound theories. We accept submissions of high quality from the global community.
• The Journal Committed to Social Change on Race and Ethnicity The Journal Committed to Social Change on Race and Ethnicity (JCSCORE) is an interdisciplinary, peer-reviewed journal launched in 2015 by the National Conference on Race and Ethnicity in American Higher Education (NCORE), a production of the Southwest Center for Human Relations Studies at the University of Oklahoma Outreach. JCSCORE promotes an exchange of ideas that can transform lives, enhance learning, and improve human relations in higher education. It explores and examines interactions from interdisciplinary perspectives and reports on the status, needs, and direction of human relations studies affected by race, ethnicity and sovereignty in higher education policy, practice, and theory. JCSCORE accepts manuscripts on a rolling basis.
• Journal of Hispanic Higher Education The Journal of Hispanic Higher Education (JHHE) is a quarterly international journal devoted to the advancement of knowledge and understanding of issues at Hispanic-serving institutions. JHHE maintains a broad focus and accepts the highest quality scholarly, creative and practical articles that combine research with application, fostering the integration of theory and practice. This journal is a member of the Committee on Publication Ethics (COPE).
• Equity & Excellence in Education Equity & Excellence in Education publishes research articles and scholarly essays that address issues of equity and social justice in education. We consider manuscripts that are theoretically rich and/or empirically grounded; draw on a variety of interdisciplinary perspectives and approaches ; and, advance our understanding of school systems, individual schools, classrooms, homes, communities, organizations, technologies, social spaces, processes, and practices attentive to different ways in which students from a range of social group backgrounds are served.
• Qualitative Inquiry Qualitative Inquiry (QI) provides an interdisciplinary forum for qualitative methodology and related issues in the human sciences. The journal publishes open-peer reviewed research articles that experiment with manuscript form and content, and focus on methodological issues raised by qualitative research rather than the content or results of the research. QI also addresses advances in specific methodological strategies or techniques.
• Race, Ethnicity and Education Race Ethnicity and Education is the leading peer-reviewed journal on racism and race inequality in education. The journal provides a focal point for international scholarship, research and debate by publishing original and challenging research that explores the dynamics of race, racism and ethnicity in education policy, theory and practice.
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Critical Race Studies in Education

Currently, topics of Critical Education in schools are highly contested in public discourse with sensationalized opinions that seek to ban books, erase/rewrite US history, terminate ethnic studies programs, and outlaw critical conversations in K-12 education all together. As such, it is imperative to highlight, support, and uplift scholars and educational programs dedicated to bringing a critical lens to all levels of the educational system. This group will conduct weekly gatherings to discuss their own research, writing, and teaching on the topic and to work collectively to think about the ways Critical Race Studies in education can speak back to the many voices in and outside academia. 

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Hui-Ling Malone

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Dr. Adanari Zarate

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Wilson honored by critical race studies in education association.

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Congratulations to Curriculum & Instruction assistant professor Asif Wilson  on receiving the Early Career Scholar Award from the Critical Race Studies in Education Association . Wilson was honored during the annual conference in Chicago on October 26.

"I am honored to receive [this award] given the long line of UIUC alumni and faculty that have also been recipients!" says Wilson.

The Critical Race Studies in Education Association is an interdisciplinary consortium of experts who recognize the global implications of race and education for minoritized people. CRSEA provides faculty, staff, and graduate student scholars opportunities to critically engage, reflect, and build in their community.

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Critical Race Studies in Education: Examining a Decade of Research on U.S. Schools

• Published: 21 November 2006
• Volume 38 , pages 257–290, ( 2006 )

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In this article, the authors critically synthesize how Critical Race Theory (CRT) as an emerging field of inquiry has been used as a tool of critique and analysis in K-12 education research. The authors point out that CRT has been used as a framework for examining: persistent racial inequities in education, qualitative research methods, pedagogy and practice, the schooling experiences of marginalized students of color, and the efficacy of race-conscious education policy. The authors explore how these studies have changed the nature of education research and stress the need for further research that critically interrogates race and racism in education.

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Marvin Lynn is an Assistant Professor of Department of Curriculum & Instruction in University of Maryland, College Park. He completed his B.S., at DePaul University, Chicago, IL, M.A. at Teachers College, Columbia University, New York, NY and Ph.D. at University of California, Los Angeles. He has published articles in the area of Critical Race Theory and education and critical race pedagogy. He has also written a number of articles that explore the work and lives of Black male teachers.

Laurence Parker is Professor in the Department of Educational Policy Studies in University of Illinois, Urbana-Champaign. He completed his B.A., at Earlham College, Richmond, IN, M.A. and Ph.D. in University of Illinois at Urbana-Champaign. His current research examines Critical Race Theory and its connection to educational research, policy and practice in the k-12 and post-secondary settings. His research also examines social justice perspectives in educational administration, leadership and policy, particularly with respect to race and social class

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Lynn, M., Parker, L. Critical Race Studies in Education: Examining a Decade of Research on U.S. Schools. Urban Rev 38 , 257–290 (2006). https://doi.org/10.1007/s11256-006-0035-5

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‘Great Eight’ to serve as special guests at Critical Race Studies in Education conference at IUPUI

INDIANAPOLIS – “The Great Eight,” eight African-American women who received their doctorates from the Indiana University School of Education in 2016, will be special guests during the Critical Race Studies in Education Association conference, hosted by the IU School of Education at Indiana University-Purdue University Indianapolis, May 31-June 2.

The Critical Race Studies in Education Association is an interdisciplinary consortium of scholar-activists committed to racial justice in schools, from preschool through higher education. The conference’s presidential reception will take place from 5:30 to 7:30 p.m. Thursday, June 1, in the Hine Hall ballroom and will feature the Great Eight.

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“While it has been significant to see them graduate and achieve all that they have, it’s also amazing to know these scholars are equipped to make big changes,” said Robin Hughes, executive associate dean of the School of Education at IUPUI. “They are social justice educators, and when they see inequity, they cannot sit on their hands.”

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For additional information about The Great Eight Scholarship, contact any one of the Great Eight at [email protected].

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"2. In what ways can claiming intersectional CRiT walking enlighten the policies and practices informing the lived experiences of students and persons with diverse abilities?

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"4. In connection to the theme, what does claiming intersectional CRiT walking look, sound, feel and smell like in multiple spaces: K-12, higher education and the community, as a few examples of space and place?

"5. What philosophies, beliefs, customs, traditions, and visions for the future are central to the criticality of an intersectional analysis of the lived realities of marginalized peoples?

"The CRSEA invites proposals of  no more than 500 words  directly connected to the call and conference foci. We strongly encourage interactive presentations/creative proposals that identify, uncover, challenge and resist examples of systemic racism/white supremacy in the pursuit of social justice within and surrounding educational, political and community environments.

"Please note that due to limited presentation slots, we cannot accept proposals for formats such as panels or symposia. In addition,  we will not review submissions from authors whose names appear on more than two (2) research proposals as sole or lead/first-author  (if second author or beyond for any proposal and do not plan to present with primary author, then this does not count toward two proposal maximum). We ask that each paper is only submitted to one topic strand. CRSEA will not request for you to submit a full paper prior to the conference, though we hope that your proposal submission will eventually become a publication."

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Critical race studies in education: examining a decade of research on u.s. schools.

Marvin Lynn , Portland State University Follow Laurence Parker , University of Illinois at Urbana-Champaign Follow

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In this article, the authors critically synthesize how Critical Race Theory (CRT) as an emerging field of inquiry has been used as a tool of critique and analysis in K-12 education research. The authors point out that CRT has been used as a framework for examining: persistent racial inequities in education, qualitative research methods, pedagogy and practice, the schooling experiences of marginalized students of color, and the efficacy of race-conscious education policy. The authors explore how these studies have changed the nature of education research and stress the need for further research that critically interrogates race and racism in education.

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© Springer Science+Business Media, LLC 2006

*At the time of publication, Marvin Lynn was affiliated the University of Maryland at College Park

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https://doi.org/10.1007/s11256-006-0035-5

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Lynn, M., & Parker, L. (2006). Critical race studies in education: Examining a decade of research on US schools. The Urban Review, 38(4), 257-290.

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Proposal guidelines.

Thank you for your interest in submitting a proposal for the Critical Race Studies in Education (CRSEA) conference! As you prepare your submission materials, we hope the following information and resources will aid you in crafting and submitting a successful proposal for our next conference!

We welcome proposals that are guided by tenets of CRT, which may include:

• Racial realism
• Interest convergence
• Whiteness as property
• Intersectionality
• (Counter)storytelling
• Critique of (neo)liberalism

We also welcome proposals that are informed by other critical theoretical frameworks including (but not limited to) Critical Race Feminism, Critical Race Praxis,  DisCrit, TribalCrit, LatCrit, and LangCrit.

CRSEA Conference 2023 Submission Information

We invite proposals of no more than 500 words directly connected to the call and conference foci. We strongly encourage interactive presentations/creative proposals that identify, uncover, challenge and resist examples of systemic racism/white supremacy in the pursuit of social justice within and surrounding educational, political and community environments. In addition to addressing the theme of the conference, proposals should address one of the following relevant themes: 

• Imperialism and Colonialism and its Impact on K -12 Youth. Governmental policies and educational policies that are intimately linked to the problematic goal of assimilation.
• Youth Resistance and Radicalism (P-20): Relevant submissions include discussion, analysis/research centering the experiential knowledge and voices of youth of color, advancing knowledge of pedagogies of resistance/organizing amongst, and in relation to youth of color in schools, communities, etc.
• Community Driven Politics : Relevant submissions include grassroots organizing and political education in various forms.
• Spatial Geography’s role in racial realism: Relevant submissions include analysis/research highlighting the various manifestations of racism/white supremacy functioning in different geographical places and spaces; specifically, the consideration of connections amongst a myriad of topics/movements (e.g. coalitions amongst groups such as Black Lives Matter and Indigenous peoples; recent Black-Asian solidarity organizing happening in Oakland, CA and elsewhere).
• Identity and/or Respectability Politics: Relevant submissions include analysis/research that centers Testimonios and Storytelling from a myriad of disciplines/fields and their connection to, and influence on political and/or educational discourse and praxis from various positionalities shaping politics and education.
• Political Economies of Higher Education: Relevant submissions include a discussion/analysis of the manifestations, intersections, and nuances of Race, Class, Gender, Sexuality, Language, Ability, Citizenship, etc. within institutions of higher education.
• Transformational Politics : Relevant submissions include a discussion/analysis of Teacher Pedagogy and Praxis; interdisciplinary and discipline-specific proposals welcomed.

Proposals will be evaluated on the following:

Technical Quality: The ideas addressing theory, practices, and/or methods in critical race studies in education are clear.

Analysis : The proposal clearly demonstrates the author is centering race as the primary mode of analysis, with key principles, concepts and methods connected to critical theories of race, including, but not limited to critical race theory. There are clear linkages between the information and the question/topic under consideration.

Innovativeness and Impact : Proposal submitted has the potential to introduce and/or promote the development of new ideas, practices, methods, praxis and/or the acquisition of new skills and knowledge for conference attendees.

NOTE: Accepted proposals can be placed on a panel or roundtable session depending on the number of proposals received within each thematic strand.

*Please note that due to limited presentation slots, we cannot accept proposals for formats such as panels or symposia. In addition, we will not review submissions from authors whose names appear on more than two (2) research proposals as sole or lead/first-author. We ask that each paper is only submitted to one topic stand. CRSEA will not request for you to submit a full paper prior to the conference, though we hope that your proposal submission will eventually become a publication.

Proposal Development Resources

Bell, D. (1992). Faces at the bottom of the well . New York: Basic Books.

Bell, D. (1987). And we are not saved: The elusive quest for racial justice . New York: Basic Books.

Bell, D. (1980). Brown and the interest-convergence dilemma. In D. Bell (Ed.), Shades of Brown: New perspectives on school desegregation (pp. 90-106). New York: Teachers College Press.

Bonilla-Silva, E. (2018). Racism without racists: Color-blind racism and the persistence of racial inequality in America . Rowman & Littlefield.

Crenshaw, K. (1988). Race, reform, and retrenchment: Transformation and legitimation in anti-discrimination law. Harvard Law Review, 101 (7), 1331-1387.

Crenshaw, K., Gotanda, N., Peller, G., & Thomas, K . (Eds.) (1995). Critical race theory: The key writings that formed the movement . New York: Free Press.

Delgado, R. (Ed.). (1995). Critical race theory: The cutting edge . Philadelphia: Temple University Press.

Delgado, R. (1991). Brewer’s plea: Critical thoughts on a common cause. Vanderbilt Law Review, 44 , 1-14.

Delgado, R. (1990). When a story is just a story: Does voice really matter? Virginia Law Review, 76 , 95-111.

Delgado, R. (1989). Symposium: Legal storytelling. Michigan Law Review, 87 , 2073.

Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11 (1), 7-24.

Ladson-Billings, G. (1995). “But that’s just good teaching!” The case for culturally relevant teaching. Theory Into Practice, 34 , 159-165.

Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97 , 47-68.

Omi, M., & Winant, H. (1993). Racial formation in the United States from the 1960s to the 1990s (2nd ed.). New York: Routledge.

Parker, L. (1998). ‘Race is race ain’t’: An exploration of the utility of critical race theory in qualitative research in education. International Journal of Qualitative Studies in Education, 11 (1), 43-55.

Parker, L. & Lynn, M. (2002). What’s race got to do with it? Critical race theory’s conflicts with and connections to qualitative research methodology and epistemology. Qualitative Inquiry, 8 (1), 7-22.

Solórzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 69 (1), 60–73.

Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8 (1), 23–44.

Yosso, T. J. (2006). Critical race counterstories along the Chicana/Chicano educational pipeline . RoutledgeYosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8 (1), 69–91.