This article is a commentary on several issues relevant to critical race theory (CRT), education, and race-related discourse. In this article, we hope to contribute to the dialogue on race and education, and raise a few thought-provoking questions regarding ways of seeing and thinking about CRT as both a theoretical and practical tool when focused…

This study used CRT to engage educators in critical discourse regarding the persistence of racism in urban schooling. A combined method of action research and critical case study was employed to raise a group of educators' race consciousness through antiracist training. Findings revealed conflicting views of racism as an individual pathology vs. a…

"The Emperor Has No Clothes: Teaching About Race and Racism to People Who Don't Want to Know" is designed to offer both practical and theoretical grounding for leaders and teachers interested in effectively addressing racism as well as other oppressive constructs. The dissertation offers an overview of the role of western culture in maintaining…

Explores the relationship between Herbert Marcuse's theory of "surplus repression" and Freud's theory of the "unconscious" with respect to latent, hidden, covert, or subliminal aspects of racism in the United States. Argues that unconscious racism, manifested in evasion/avoidance, acting out/projection, and attempted…

Deficiency theories of racial inequality are basically inadequate in explaining observed racial differences between groups. Nonetheless, throughout the history of our country, both political leaders and prominent educators have propounded the notion that the inferior social status of blacks is due to some inherent deficiency in their make-up.…

This chapter discusses the role of student affairs professionals in encouraging the development of racial justice allies through the exploration of whiteness.

Traces the development of, and responses to, the sex/race analogy as a rhetorical strategy of the Women's Liberation Movement (WLM). Although originally conceived as a legitimating strategy, the analogy had serious flaws, especially for women of color. Nonetheless, the analogy remains popular, albeit, in a somewhat restructured form. (MJP)

Discusses the character and contributions of Thomas Jesse Jones, an early 20th-century educator and a pioneer in social studies and black education. Jones's inconsistent philosophy (he supported limited black education but believed in white supremacy) grew out of an unlikely combination of progressive Christianity and deep conservatism. (MJP)