‘The goddamndest, toughest voting rights bill’: Critical Race Theory and the Voting Rights Act of 1965

Crowley, Ryan M.

doi:10.1080/13613324.2012.725037

Cited by 10 publications

(12 citation statements)

References 34 publications

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“…Primarily, interest convergence demonstrates that the rights of subjugated groups are always contingent upon their ongoing interaction with the rights of dominant groups. The current state of voting rights demonstrates this phenomenon, as minority-voting protections-seemingly guaranteed by the Voting Rights Act of 1965-are now under attack through legal decisions (e.g., Shelby v. Holder) that diminish the effectiveness of the legislation and through the surge of voter identification legislation aimed at people of color (Crowley, 2013).…”

Section: Interest Convergence and White Privilege Pedagogymentioning

confidence: 99%

A Divergence of Interests: Critical Race Theory and White Privilege Pedagogy

Crowley

Smith

2020

Teachers College Record

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Background/Context Informed by the increasing racial disparity between the nation's predominantly White teaching force and the growing number of students of color in K–12 schools, along with the well-documented struggles that White teachers have in exploring race and racial identity, the authors critique the use of White privilege pedagogy as a strategy for promoting antiracist dispositions in White pre-service teachers. Purpose/Objective/Research Question/Focus of Study By deploying several concepts central to critical race theory, as well as critiques that note the shortcomings of past attempts at racial reform (Brown v. Board of Education, Voting Rights Act), the authors investigate the effectiveness of White privilege pedagogy within the teacher education setting. Research Design To construct our conceptual critique of White privilege pedagogy within teacher education, we reviewed the extant literature that discussed the range of shortcomings to this pedagogical approach. To create a more historical and structural critique, we demonstrated how the tenets of White privilege pedagogy conflicted with key principles of critical race theory and with lessons from past racial remedies. We contend that White privilege pedagogy arises from a racial liberalist worldview and requires an untenable convergence of interests that limits its long-term impact. We parallel our critiques of White privilege pedagogy with arguments used by critical race scholars to explain the limited impact of previous efforts at racial reform. Conclusions/Recommendations The authors urge teacher educators to move away from the individualized and over-essentialized representations of racism inherent to White privilege pedagogy in favor of historical, structural, and intersectional discussions of race, racism, and the construction of White privilege.

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Section: Interest Convergence and White Privilege Pedagogymentioning

confidence: 99%

A Divergence of Interests: Critical Race Theory and White Privilege Pedagogy

Crowley

Smith

2020

Teachers College Record

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“…and offer practical means to reconstruct curriculum in liberatory ways. For instance, Crowley (2013) uses CRT to explore how interest convergence 2 shapes the field of curriculum. Crowley shows how specific pieces of legislation, such as the 1965 voting rights act, originally enacted to address racism and segregation, are treated “ahistorically and acontextually” (Ledesma, 2013) in school curriculum that teaches about the civil rights movement.…”

Section: K-12: (A) Curriculum and Pedagogymentioning

confidence: 99%

“…Both Crowley (2013) and Taliaferro Baszile’s (2009) work demonstrate that the ability of CRT to center the ways in which race and racism continue to impact education today offer us meaningful ways to imagine engaging and working with curriculums that increasingly alienate students of color. Moreover, the pedagogical and curricular implications of applying CRT to K-12 indicate that counterstorytelling is a useful tool if it is built on critical foundations.…”

Section: K-12: (A) Curriculum and Pedagogymentioning

confidence: 99%

“…Moreover, the pedagogical and curricular implications of applying CRT to K-12 indicate that counterstorytelling is a useful tool if it is built on critical foundations. That is, it is not enough to simply introduce students of color experiences without coupling these experiences with critical insights such as African proverbs (Asimeng-Boahene, 2010), colorscence (Matias, 2013), hip hop pedagogy (Taliaferro Baszile, 2009), and the critical insights that CRT offers us in understanding the dominant ways we have been taught to understand Civil Rights history, for instance (Crowley, 2013). In other words, counterstorytelling is a tool for students to achieve a critical understanding of the role of race and racism in society that is dependent on a thoughtful pedagogical practice.…”

Section: K-12: (A) Curriculum and Pedagogymentioning

confidence: 99%

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Critical Race Theory in Education

Ledesma,

Calderón

2015

Qualitative Inquiry

196

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This article examines the development of Critical Race Theory (CRT) in education, paying attention to how researchers use CRT (and its branches) in the study of K-12 and higher education. The article reviews CRT literature with a focus on CRT scholarship that offers tools to engage with and work against racism within education. The authors highlight works that embody the critical origins of CRT in both the law and elsewhere, with a goal of demonstrating that CRT work means more than just pointing to race. It requires an engagement and articulation with the material, structural, and ideological mechanisms of White supremacy.

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“…These portrayals distort the context of historic figures' work, implying that their efforts helped to resolve racism in the United States. Additional scholars have found that curriculum knowledge treated historical milestones such as Brown v. Board of Education and the Voting Rights Act as symbols of racial vindication in the United States (Crowley, 2013;Hess, 2005).…”

Section: New Racism and Textbooksmentioning

confidence: 99%

The More Things Change, the More They Stay the Same: Excavating Race and the Enduring Racisms in U.S. Curriculum

Brown

2015

Teachers College Record: The Voice of Scholarship in Education

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Drawing from Omi and Winant's (1994) racial formation theory and Holt's (1995) theory of race marking, in this chapter, we explore the context of race and curriculum for African Americans during post-Reconstruction and the post-civil rights era. Our inquiry focused on the racial discourses located in two sources of curricula knowledge: children's literature and U.S. history textbooks. In this analysis, we illustrate how the presence of race aligned with ideological beliefs about race that were prevalent in the wider societal discourse. We argue that the histories of race have maintained a permanent, enduring place in U.S. curriculum. While morphing in content and appearance, formations of race remained entrenched and pervasive, thus reflecting the condition we characterize as the enduring racisms of U.S. curriculum.

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‘The goddamndest, toughest voting rights bill’: Critical Race Theory and the Voting Rights Act of 1965

Cited by 10 publications

References 34 publications

A Divergence of Interests: Critical Race Theory and White Privilege Pedagogy

A Divergence of Interests: Critical Race Theory and White Privilege Pedagogy

Critical Race Theory in Education

The More Things Change, the More They Stay the Same: Excavating Race and the Enduring Racisms in U.S. Curriculum

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