Résumés
Abstract
Analogous to the political use of language itself in determining, even producing, student learning outcomes, the use of politically charged discourse circumscribes (the boundaries of) student learning opportunities. This ‘positive’ (i.e. productive) understanding of discourse does not only prohibit discussion about race and racism but helps determine how we can, even should, engage with issues related to race and racism. In light of both the power that discourse exerts upon students’ and teachers’ educational opportunities and the increasing racial diversity of the U.S. student population), such a development demands consideration of its potential impact on educator praxis. This paper explores how (anti-)CRT discourse contours and outlines the ‘appropriate’ teaching, discussion, and learning of race and racism within educational spaces. By examining ‘moments’ in (anti-)CRT discourse, including moments when educators push back against censorship efforts, this largely conceptual article seeks to highlight how discourse (unintentionally) produces ‘normalized’ and ‘common sense’ ways of thinking and teaching about race that get reified and (re)produced.
Keywords:
- Critical Race Theory,
- Critical Discourse Anaylsis,
- Teacher Knowledge,
- Neoliberal Multiculturalism
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Parties annexes
Biographical notes
Brittany L. Jones is currently an Assistant Professor in the Department of Learning and Instruction at The University at Buffalo. Broadly, her research explores anti-racist social studies education, examining how the intersection of race and emotions shapes the teaching and learning of history and civic education. Through critical discourse approaches, her work also explores how racialized emotions are represented in social studies curricula and how discursive labels inform social studies research and practice.
Timothy Monreal is currently an Assistant Professor in the Department of Learning and Instruction at The University at Buffalo. His research broadly asks how (self) knowledge about Latinx is created and reproduced (in schools).
Anthony L. White II is an adjunct instructor in the Department of Learning and Instruction at The University at Buffalo, and a social studies teacher in the Buffalo Public Schools district. His research interests include African American education, critical race theory, and policy.