From Richard Delgado and Jean Stefancic, Critical Race Theory: An Introduction (2001)
The critical race theory (CRT) movement is a collection of activists and scholars interested in studying and transforming the relationship among race, racism, and power. The movement considers many of the same issues that conventional civil rights and ethnic studies discourses take up, but places them in a broader perspective that includes economics, history, context, group- and self-interest, and even feelings and the unconscious. Unlike traditional civil rights, which embraces incrementalism and step-by-step progress, critical race theory questions the very foundations of the liberal order, including equality theory, legal reasoning, Enlightenment rationalism, and neutral principles of constitutional law.
This is from the 2016 edition, but it is identical to a paragraph quoted by Max Eden and attributed to the first edition in 2001. The way I see it, the characterization of CRT by its critics today is reasonably close to this definition, which comes from two of its prominent proponents twenty years ago.
Eden quotes another paragraph that is slightly different in the 2016 edition. Here is the more recent version:
Although CRT began as a movement in the law, it has rapidly spread beyond that discipline. Today, many in the field of education consider themselves critical race theorists who use CRT’s ideas to understand issues of school discipline and hierarchy, tracking, controversies over curriculum and history, bilingual and multicultural education, and alternative and charter schools. They discuss the rise of biological racism in education theory and practice and urge attention to the resegregation of American schools. Some question the Anglocentric curriculum and charge that many educators apply a “deficit theory” approach to schooling for minority kids.
I will put more quotes from the introduction to the 2016 edition below the fold.
Last week, I had a jarring experience the day after I heard Jonathan Haidt talk to a conference of mostly high school educators. He had some disparaging things to say about CRT.
The next morning, I was supposed to do a workshop on The Three Languages of Politics to a small subset of conference attendees. Innocently, I decided to start with Haidt’s distinction between Discover and Defend, as analogous to my distinction between political rhetoric that is intended to persuade (which we rarely observe nowadays) and rhetoric that is intended to demonize. I said that I might end up repeating a lot of what Professor Haidt had said the previous evening.
“I hope not!” a woman in the audience piped up. It turned out that his talk had angered many in his audience. They pegged him as a straight white male (correct) and as a hard-right ideologue (wrong–at least for now).
Figuring that I was not going to get any traction otherwise, I let the teachers vent. Among their complaints was that CRT was misrepresented by Haidt and by other opponents.
I came away from my close encounter with teachers marinated in CRT thinking that there is no stopping them. They have their excuses ready when CRT is criticized. They claim that their critics are right-wingers out to distort CRT and suppress discussions of race.
I could have refuted these teachers by reading the two paragraphs above, but I did not have them handy. From now on, I will be able to find them doing a quick search of my blog.
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