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Race, Society & Education
Transcript of Race, Society & Education
Race, Society, & Education
The Politics of Personal Experience
Angela Harris, J.D.
- J.D., University of Chicago Law
- M.A. Social Science, University of
- B.A. Creative Writing and English
Literature, University of Michigan
Areas of Interest: Critical Race Theory, Feminist Jurisprudence, Law And Cultural Studies, Race Relations, Women's Rights, Law And Society
Teaches at UC Davis School of Law.
Beverly Daniel Tatum, Ph.D.
Education: University of Michigan, Wesleyan University, Bates College, Hartford Seminary
Writings: Can We Talk About Race?: And Other Conversations in an Era of School Resegregation, 2007;
"Why Are All The Black Kids Sitting Together in the Cafeteria?": A Psychologist Explains the Development of Racial Identity. Basic Books; Assimilation Blues: Black Families in a White Community (revised), 2000.
Teaches at Spelman College
A Psychologist's Perspective
Tatum's reason for writing her book is to address the question: Black children's racial identity & development (xiii).
The book is "[d]esign[ed]'to provide students with an understanding of the psychological causes and emotional reality of racism as it appears in everyday life'" (Tatum xiii).
Working on the book, according to Tatum, meant "new ways of thinking about new problems and offered them [parents/ educators] new strategies for facilitating productive dialogue about race issues" (xv).
- "Most introductory psychology or developmental
psychology textbooks include very little mention, if
any, of racial or ethnic identity development"
- "Because racial identity is not seen as salient for
White adolescents, it is usually not included in
text books" (ibid).
"A theoretical framework that helps us make sense of what we observe in our daily lives is a valuable resource" ((ibid).
Critical Race Theory
Harris attend the University of Chicago
- Lived in International House,
- Students from Asia, Europe, Africa,
the Americas; Afro-Americas, and
Community was very active in Protest & Picketing:
- South Africa Apartheid (ibid).
"Law School, according to Harris, "none of my professors talked about race or ethnicity; it was apparently irrelevant to the law...None of my professors...talked about feminism or the concerns of women...There was only one law, a law that in its universal majesty applied to everyone without regard to race, color, gender, or creed" (xviii).
"Critical Race Theory not only dares to treat race as central to the law and policy of the United States, it dares to look beyond the popular belief that getting rid of racism means simply getting rid of ignorance, or encouraging everyone to "get along" (Harris xx).
To move forward from theory to educational praxis, CRT adherents in
education have applied the tools of CRT in new and creative ways within
the field of education. Th e tools of CRT are called concepts. Concepts are
components used to build theory. Recall the metaphor of a picture and
frame we used to explain the assumptions of CRT. Assumptions frame a
picture that CRT practitioners all agree include relevant details. A concept
provides practitioners with a sharper focus. A practitioner examining
racial inequality might focus on a particular set of details to better defi ne
the picture. CRT concepts capture the bundle of details that highlight a
particular aspect of the picture we call racial inequality.
Critical Race Theory