Critical Race Theory and Education History: Constructing a Race-Centered History of School Desegregation

Black History in Adult Education in the United States: A Historical Review and Historiographical Critique

“…First, AE has a continued need to use race-centered historical methodology (James-Gallaway & Randolph, 2021) to publish new histories of Black and other peoples of Color in AE that can enhance our understanding of the history of AE in time periods beyond those discussed in this paper and thus fulfill CRT's call for counternarratives that challenge white dominance. These efforts could continue the timeline of this review forward into the 20th century; thus, we call for future research to delve into historical research from outside AE that focuses on learning associated with topics including, but not limited to, anti-lynching activism, mutual aid societies, Black labor organizing, the Harlem Renaissance, Freedom Schools, and the long civil rights movement.…”

“…In line with CRT's emphasis on foregrounding counternarratives of racially marginalized groups (Dixson & Rousseau Anderson, 2018), this project works to better integrate Black history into the history of AE. This process is informed by race-centered historical methodology (Bohonos & James-Gallaway, 2022;James-Gallaway & Randolph, 2021), which represents "a critical approach to history [and historiography] that centers race and racism alongside [when relevant] other categories of intersectional identity"; additionally, "it seeks to deepen examinations of race's salience across social systems of the past, connecting these insights to the present" (Bohonos & James-Gallaway, 2022, p. 163). This approach is rooted in CRT, which endeavors to portray racial injustice from the perspective of those who are oppressed-often in the form of counternarratives that undermine hegemony and, alongside its proposition of racial realism, views antiBlack racism as endemic to the United States (Bell, 1992).…”

Enslavement and the Foundations of Human Resource Development: Covert Learning, Consciousness Raising, and Resisting antiBlack Organizational Goals

“…This article deploys a race-centered historical methodology (James-Gallaway & Ward Randolph, 2021). Contributing to an emerging CRT methodological discourse (DeCuir-Gunby et al, 2018), this research approach is constructed upon CRT premises, which centrally aim to examine white supremacy’s dominance, the racial oppression of people of Color, and the structural and institutional manifestations of racism with an eye toward racial justice (Crenshaw et al, 1995; Matsuda et al, 1993).…”

“…Race-centered historical methodology diverges from more traditional historical methods, which, in contrast to similar humanities or social science research approaches, are less likely to include substantive articulations of a study’s theoretical framework (Butchart, 2011; Gottesman, 2019). These conventional approaches to history tend to employ the “Eurocentric masculinist knowledge validation process” (Collins, 1989, p 751) by narrating the past through an “objective” lens upholding race neutrality (James-Gallaway & Ward Randolph, 2021). In contrast, race-centered methodology reflects “a critical approach to history that centers race and racism alongside other categories of intersectional identity” (pp.…”

A Guise of Inclusion: The Survival of ‘Non-Ideal’ Students in White Supremacist Heteropatriarchal Systems of Education

“…Intersectional discrimination has only lately been recognized as a major impediment to the achievement of equality for many who are marginalized (Crenshaw, 1995; Ferguson, 2004). Still, in practice today, “many stereotypes, especially those applied to Black Americans, are effectively raced and gendered, not in an additive fashion, but as coalesced identities that produce disparate experiences” (James-Gallaway, 2019, p. 40). These white-constructed stereotypes, often “operationally baseless and rooted in the white racist imagination” (James-Gallaway, 2019, p. 40), serve to engender Whiteness (Ahmed, 2007) by maintaining assumptions about heteronormativity and Black inferiority.…”