AND WE ARE STILL NOT SAVED 20 Years of CRT and Education

Adrienne D. Dixson, Celia K.Rousseau Anderson

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

12 Scopus citations

Abstract

This chapter addresses the relationship between critical race theory (CRT) scholarship in North America and antiracist research elsewhere, especially in the United Kingdom (UK). Many people imagine Britain to be a relatively homogeneous place where ethnic diversity only arose following the Second World War: but this is to neglect Britain’s central role in the Trans-Atlantic slave trade. British antiracism arose as much from a critique of liberal multiculturalism as it did from an analysis of the racist nature of the state. The chapter examines the consequences of the present situation and considers critical antiracist scholarship and praxis internationally. The starting point for CRT is a focus on racism. In particular, its central importance in society and its routine character: CRT begins with a number of basic insights. CRT portrays dominant legal claims of neutrality, objectivity, color blindness, and meritocracy as camouflages for the self-interest of powerful entities of society.

Original languageEnglish
Title of host publicationCritical Race Theory in Education
Subtitle of host publicationAll God’s Children Got a Song
Pages32-54
Number of pages23
ISBN (Electronic)9781317487012
DOIs
StatePublished - Jan 1 2016

Bibliographical note

Publisher Copyright:
© 2017 Taylor & Francis.

ASJC Scopus subject areas

  • General Social Sciences

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