Aurora Leads Mar 2010

8/2/2019 Aurora Leads Mar 2010

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Jamie Almanzn, Facilitator

Thank You

Thank You

Those who practice leadership for equity must confront, disappoint, and dismantle

and at the same time energize, inspire, and empower.

Sharon Daloz Parks, Leadership Can Be Taught

Developing a Systemic Equity/Anti-Racism Professional Learning Community:Strategies for Addressing Racial Disparities in Achievement

March 12, 2010


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Part One: AM Session

1. Welcome and Institute Overview

How do you enter into this Courageous Conversation?

2. The Courageous Conversation Protocol

The Agreements, Conditions, and Compass

3. Reflecting on theAction of Listening

Constructivist Listening as a practice and protocol foreliciting counter-story

4. Critical Race Theory, Part One

A set of analytics to more clearly identify theintersection of racism and schooling.

5. A Courageous Conversation Trio

How can I more powerfully understand, interrupt, andtransform the perpetual and persistent inequity that

exists for youth and families in my school/district?

6. Closing Reflections

Part Two: PM Session

1. Journal Reflection

Reflect on a time that you noticed and inequity and

wanted to say or do something about it, but did not.What got in the way?

2. Critical Race Theory, Part Two

A set of analytics to more clearly identify theintersection of racism and schooling.

3. Individual, Institutional, and Structural Racism

4. Identifying Our Courageous Conversation

What is my equity challenge? What will it take for meto take leadership of this challenge?

5. Closing Reflections

AgendaThe knowledge and skills to educate all children already exist. Because we have lived in a historically oppressive society, educational issues tend

to be framed as technical issues, which denies their political origin and meaning

If we embrace a will to excellence, we can deeply restructure education in ways that will

enable teachers to release the full potential of all our children.

The Maroon Within Us , Asa G. Hilliard


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Seminar Outcomes:

1. Increase and build shared knowledge and understanding of the nature of

inequity and institutional racism and how they persist in our school system.

What does equity in schools mean to me?

How do individual and institutional bias/racism impact teaching and

learning in our classrooms, schools, and district?

What can I do to deepen the level of dialogue and quality of relationships

necessary to impact change in my work?

2. Explore what it means for each of us to take leadership for equity/anti-racism

given who we are and the role we play.

3. Examine Critical Race Theory as an approach and strategy for identifying,

raising, and addressing equity/anti-racism issues.

4. Identify a high leverage equity issue that you want to take leadership to

change.

What might be an equity challenge for me as I lead this work in my school?

What support will I need in order to bring this goal to fruition? What

challenges might I face in attaining this goal?

Share possible outcomes of transformation.

Aurora Public Schools

Courageous Conversations and Courageous LeadershipCritical Race Theory and Schooling

LEADS Seminar #1, March 12, 2010


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Turning to One Anothersimple conversations to restore hope to the future

Human conversation is themost ancient and easiest wayto cultivate the conditions for

change. If we can sit togetherand talk about whatsimportant to us, we begin tocome alive. We share what wesee, what we feel, and we

listen to what others see andfeel. . . The simplest way tobegin finding each otheragain is to start talking aboutwhat we care about.

Wheatley, 2002

Pair-Share

What in your

experience has helped

or hindered

courageous

conversations to

cultivate the

conditions forchange?

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CourageousConversations

Moral

RelatonalEmotonal

Inectual

Courageous Conversation Compass

Hands &

FeetHeart

HeadSoul

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Adaptive Leadership

Time

Adapted from Ronald A. Heifetz, Leadership on the Edge

TechnicalSolution

Work Avoidance

ASafe Holding Space

For Courageous Conversation

Adaptive Solution

Limit of ToleranceProductive Zone of

Disequilibrium

Productive Zone ofDisequilibrium

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Courageous Conversation is the utilization of the Four Agreements, Six Conditions and Compass

in order to engage, sustain and deepen interracial dialogue about race, racial identity and institutional racism;

and is an essential foundationfor examining schooling and improving student achievement.

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Reflecting on the Act of Listening: Creating Intellectual and Emotional Space

Behind the act oflistening there is often a curiosity, a desire, a doubt, an interest; and there is always an

emotion. Listening is emotion; it is generated by emotions and stimulates emotions. The emotions of others

influence us by means of processes that are strong, direct, not mediated, and intrinsic to the interactions

between communicating subjects. Listening as welcoming and being open to differences, recognizing the value

of the others point of view and interpretation.

The emphasis on expressing feelings is based on the belief that these processes reduce stress and assist in

the construction of new meanings in order to make sense of the world.

Constructivist Listening is a methodology unlike other protocols that allows people to talk about what they think

is important and to regain access to healthful emotional expression at a rate and in a manner they choose.

One of the most important qualities of innovative organizationsis a strong commitment to listening.

Innovative organizations institute systems and guidelines for listening to their clients; they dont leave this

aspect of their work to chance.

David Bornstein,

How to Change the World





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Constructivist ListeningI agree to listen to and think about you in exchange for you doing the same for me.

Types of ListeningActive

Passive

Informational

Conversational

Argumentative

Inattentive

Pretend

Table Talk:

What type oflistening doyou do most

often as aneducational

leader?





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POTENTIAL OUTCOMES

Reflection

Expression/Release of Emotion

Construction of New MeaningProvides an appropriate space for the expression of thoughts, feelings, andthe in depth exploration of issues involving personal and professionalchange.

Relationship-->Alliance BuildingFocuses on the needs of the speaker, but also offers the added benefit offostering opportunities to develop alliances across difference.

Taking ActionMaximizes limited time for efficient work.


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Guidelines:

Each person:

has equal time to talk. (Everyone deservesattention.)

does not interpret, give advice or break in with apersonal story. (People are capable of solving

their own problems.)

agrees that confidentiality is maintained. (Thelistener doesnt talk about what the talker has said

to anyone else or bring it up to the talker

afterwards.)

does not criticize or complain about others duringtheir time to talk. (A person cannot listen well

when he/she is feeling attacked or defensive.)






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1.) People gain new understanding and are able to act more sensitively and powerfully when they

get attention to talk about their actions and how their previous experiences are influencing their

current practices. The process is accelerated when people have the opportunity to release

emotions.

2.) Racism, classism, and sexism and other forms of bias are serious issues facing U.S. society and

education that are usually not discussed. Talking about them is necessary, not to lay blame, but to

figure out better ways of raising our children and educating our students.

3.) Many of the assumptions, values and practices of people and institutions from dominant groups

in the society serve to the disadvantage of students from the non-dominant groups.

4.) Individuals and groups internalize and transfer systematic mistreatment. They often act harmfully

toward themselves and members of their own group. This process must be identified and eliminated.

5.) It is necessary to improve our alliances and to develop trust between educators from different

backgrounds and identities to make progress on this very complex problem.

Perspectives on EquityAdopted from the National Coalition for Equity in Education (NCEE)

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(CRT)Background Context

The Civil Rights Movement of the 1960s prompted a heightened focus on race,

race relations, and racism in the United States, as well as around the world.

During this time, Harvard legal scholars, Derrick Bell, Alan Freeman and Richard

Delgado, as well as other prominent intellectual figures (Mari Matsuda, AngelaHarris, Margaret Montoya, Neil Gotanda, Eric Yamamoto, Robert Williams)

questioned the assumption that ours is a color-blind, race neutral system of

justice. Their work was initially introduced as Critical Legal Studies (CLS).

Critical Race Theory (CRT) began as a response to Critical Legal Studies (CLS).

CRT is focused on the examination and interrogation of individual, institutional,

and structural racism. It emphasizes the socially constructed nature of race and

considers judicial conclusions to be the result of the workings of perceivedneutral social phenomena where race is a primary factor.

By the late 1970s, Gloria Ladson-Billings and other prominent researchers,

applied the principles of (CRT) to the field of education, suggesting that the

process of schooling (an inherent social phenomena) is neither race neutral nor

color-blind. The five tenets of CRT can be used as a set of analytics in order to

better understand the nature of the intersections of racism and schooling and be

able to more quickly identify, interrupt, and change the outcomes.

Thank YouThank You

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Thank YouThank You

(CRT)

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Courageous Conversations Seminar Essential Questions (Trios)

1. What is Equity (Equitable Education)?

2. Why must race be a central and significant theme in the educational equity discussion

and; is addressing institutionalized racism essential to effectively transforming school

systems and improving student achievement?

3. In what ways do school leaders ability to talk about race impact their development of

the requisite will, skill, knowledge and capacity to eliminate racial achievement

disparities?

4. What characteristics are present in a system of schools that is effectively addressing the

predictability of racial disparity in achievement?

5. What are the various roles, responsibilities and needs of school leaders who focus on

achieving educational equity?

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Only a new wave of vision, courage, and hope can keep us sane

and preserve the decency and dignity requisite to revitalize our

organizational energy for the work to be done. To live is to wrestle

with despair yet never to allow despair to have the last word.

- Cornel West


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Whats on your mind?

Journal Reflection:

Reflect on a time when you noticed an inequity and wanted to say or do something

about it, but did not. What got in the way?

Reflect on a time when you noticed an inequity and said or did something about it.

What allowed for you to take action?

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An Overview of Critical Race Theory (CRT)

CRT Theme

Theoretical

What does the tenet meanin laymans terms?

Personal

Condition #1: CRT In My life?

Professional

Application of the tenet in MyWork

Organizational

Evidence of the tenet InEducation

ThePermanence

of Racism

Whiteness as

Property




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An Overview of Critical Race Theory (CRT)

CRT Theme

Theoretical

What does the tenet meanin laymans terms?

Personal

Condition #1: CRT In My life?

Professional

Application of the tenet in MyWork

Organizational

Evidence of the tenet InEducation

Interest

Convergence

Critique of

Liberalism




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How is it that a nation legally

committed to equal opportunity for

all - regardless of race, creed,

national origin, or gender -

continually reproduces patterns ofracial inequality?

Structural Racism & Community BuildingThe Aspen Institute

A system, any system, produces what it isdesigned to produce.

Bridges, Tunnels, and School Reform: Its the System Stupid

by Thomas Kelly , Phi Delta Kappan, October 2007

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Key Points

Priminghas us look for certainthings. We unconsciously block out

everything else.

Context matters. It impacts how wemake meaning.

Socially constructed bias is differentfrom natural bias.

Unconscious racism isnt the same asunconscious bias.




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Individual (Personally Mediated/Internalized) Racism: Refers to the beliefs, attitudes, andactions of individuals that support or perpetuate racism. Individual racism can be deliberate, or

an individual may act to perpetuate or support racism without knowing that is what a person is

doing.

Institutional Racism: Refers specifically to the ways in which institutional policies and

practices create different outcomes for different racial groups. The institutional policies may

never mention any racial group, but their effect is to create advantages for whites, and

oppression and disadvantage for people from other racial groups.

Systemic/Structural Racism: Refers to the ways in which history, ideology, public policies,

institutional practices, and culture interact to maintain a racial hierarchy that allows the

privileges associated with whiteness and the disadvantages associated with color to endure

and adapt over time.

Racialized outcomes do not require racist actors.

Institutional racism shifts our focus from motives and actions of individuals to the practices andprocedures within an institution.

Systemic/Structural racism shifts attentions from the single, intra-institutional setting to inter-institutional arrangements and interactions.

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TRIOS:

Where do you see these forms of racism show up in

your work context?

How might Critical Race Theory, as a set of analytics,

help you to interrupt any of these forms of racism?

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Protocol

A protocol is a structured process or set of

guidelines

to promote meaningful and efficientcommunication and learning.

Micro-Lab Protocol

To address a specific sequence of questions in a

structured format with small groups, using active

listeningskills.

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MicroLab Prompts:

1. What is the inequity in your work that feels most

pressing to you?

2. What thoughts and feelings do you have about

this inequity given who you are in the world (race,

gender, culture, role, etc.)?

3. What comes up for you when you think about

taking leadership to interrupt this inequity?

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As the main institution forfostering social cohesion in anincreasingly diverse society,publicly funded schools mustserve all children, not simplythose with the loudest or mostpowerful advocates. Thismeans addressing thecognitive and social needs of

all children, with an emphasison including those who maynot have been well served inthe past.

Michael Fullan, authorThe Moral Imperative of School Leadership

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Equi/Race Lirature CircleSmall Group Discussion Process and Norms

10 Sustained Silent Reading(Review)45 Small Group Prompted Discussion

5 Reflection/Journal Write10 Facilitator Prompted Fishbowl15 Full Group Process Debrief20 Full Group Discussion

Small Group Discussion Prompts:What is the authors point of view and why is the title of the essayWhich part of the article resonates most with you? Why?On page ___, column ____, paragraph ____, the authors describesComment on this.Reflection Prompt:How would you describe your personal participation in the small group discussion? How might you have enhanced yourparticipation?Fishbowl PromptWhat was the quality of conversation (e.g. full participation, personalization and clarity in understanding multiple

perspectives)?Full Group Prompt:What equity/anti-racism leadership roles and responsibilities does the article suggest?How would you feel about engaging your staff in the discussion? What, if any, support, resources would you need?

Limit Conversation to Discussion Prompts; Stay on TopicUse the Text to Support Your Personal Conclusions and Point of View

Strive for Understanding; Avoid AdvocatingBe Mindful of Each Group Members Need to Participate

Be Succinct; Be Respectful28





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As an anti-racist leader

1. I feel abnormal. I do things outside of what is seen as normal. People often get mad at me or disagree with me. Im conflicted.

Always Sometimes Rarely Never

2. I am constructivist. I ask questions. I build on what I know about the current and existing aspects and understandings of race.


3. I often operate outside my comfort zone. I choose to remain uncomfortable about the impact of race in my life. My own discomfortis my indication that Im doing the real work.


4. Im in trouble. People complain about what Ive said or done. I listen and hear their concerns respectfully, but I only change mybehavior or act on concerns as appropriate to further the work. I dont cave in to any and all complaints.


5. I create and utilize primary-source documents and collect data that surfaces and reveals the presence of racism, bias and inequity. Idesign materials that help me and others develop a deeper understanding of racism.


6. I think up ways to get conversations going and to get issues of race, bias and equity on the table.


7. I live at the extremes emotionally. I choose to keep myself in touch with my own as well as the the racial hurt and pain that so manystudents of color are feeling.


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8.I balance then and now and do not confuse my vision for social justice with the current realities of my personal internalized and ourcollective institutional racism. I can be future focused because I understand my history. My own personal inquiry into race and self-examination of my own racial identity helps me stay future-focused and grounded.


9.I do personal, autobiographical study. It helps me know who I am, racially speaking, and what I must do.


10.I think about, design interventions for, and ask specially focused questions about students of color who are perpetuallyunderserved in schools.


11.I learn from students; I respond to students. I seek out ways to stay informed abut the feelings students of color have as theyexperience school.


12.I am patient but persistent. I am often frustrated but recognize that real change sometimes takes time.


13.I know who and where to turn for safety, support and understanding when the work makes me weary.


14. I experience racist backlash. I continually create opportunities for people of color to lead.


15.I am often physically, intellectually and emotionally exhausted. I often wonder if the personal toll of this work at all three ofthese levels is a price I can afford to pay


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Challenging Institutionalized Racism in Our SchoolsBy Pamela NoliAugust 1998

Educating all children effectively is the mission of schools today, yet great number of children, primarily African-American and Latinochildren, still have scant opportunity to acquire the knowledge and abilities that will help them thrive in and contribute to todays society. The missionof our Beyond Diversity work is to improve performance and raise achievement for ALL students; narrow the achievement gap between the highestand lowest performing students; and eliminate the predictability of which student populations will define the lowest and highest performing categories.

Achieving this mission requires culturally competent teachers and administrative leaders; leaders capable of recognizing the devastatingaffects of racism on individuals, schools and society; leaders wi th the will and skill to act boldly to eliminate both personal and institutionalized racism;leaders committed to improving the achievement of the bottom 1/3 of our student population; and leaders ready to design and deliver racist-freeschool systems in service of powerful student learning and social justice.

Whether students are successful in school and in their quest to achieve standards depends directly on the nature of the encounters theyhave with the system. School leaders are responsible for the nature of these encounters; encounters that either empower or disable students of

color to the degree that they are a part of the school program, their parents and communities are authentically encouraged to participate, andeducators are supportive in curriculum, pedagogy and assessment decisions.

Racism in school adversely affects students of color s daily academic performance by interfering with the cognitive processes involved inlearning (Gougis, 1986; Caine and Caine, 1993) and by reducing their willingness to persist at academic tasks. Success in school for students ofcolor requires that they perceive that adults with wise eyes (Steele, 1994) expect that they can and will achieve at the highest levels; that they havepositive relationships with their own race/culture and the race/culture of the majority (Cummins, 1990); and that they are protected from the pain anddiscouragement that racism engenders. School leaders must examine themselves and their schools to become aware of attitudes, behaviors,structures, situations, and systems that reinforce racist or prejudicial beliefs and actions that hurt students. To do that, they must abandon the ideathat there is something wrong with children because of their racial grouping. In place of those prejudices, educators must examine in depth thebarriers placed in children's paths to learning, including racist beliefs and actions that result in mental downshifting (Canie and Caine, 1995). Wemust recognize that since entitled people constructed those barriers, entitled people have responsibility to begin the process of tearing them down.

Culturally competent leaders, both teachers and administrators, regularly consider issues of equity when making decisions. Classroom,school and district theories of action in the areas of curriculum, instructional practices, assessment, school policies, staffing, parent and studentinvolvement and incentives are considered through questions of equity and probable impact on students of color before final determinations aremade.

The questions that follow are intended as prompts to uncover and reverse areas of neglect or oversight that result in institutionalizedpractices of racism. The questions could act as equity filters, change considerations, or as the basis for strategic planning. No answers may serveas key focus areas for schools looking for variables standing in the way of students of color achieving standards. In total, these questions areintended to help leaders adapt the school program so that it addresses the needs of all students, not just the entitled ones.

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School Culture and Climate1. Does our school have a committee that selects racially/culturally

diverse materials?

2. What explicit policies does our school have against racist jokes,

slurs, and language?

3. How do we teach teachers and students appropriate ways to ask

others about race and culture?

4. In what ways do we, consistently and regularly, present materials that

teach about different races and cultures?

5. In what ways do we provide chances for students to learn about their

own race or culture in this school?

6. How do we provide opportunities for students and adults to learn

about other peoples race and culture?

7. What activities does our school have to encourage students to meet

people from other races and cultures?

8. What opportunities does our school provide for people to tell others

about their own race and culture?

9. How do we teach that conflict is an everyday part of life?

10. How does our school encourage teachers to use cooperative learningstrategies as a technique to get racially and culturally diverse

students to work and play together?

11. How does our school make sure that racial and cultural groups within

the community are represented in advisory/decision making groups;

do advisory/decision making groups look like the student body at our

school?

12. In what ways do our policies reflect a value for the differences among

people?

13. How do we teach people how their race and culture affects the

people around them?

14. In what ways does our school explicitly hold educators accountable

for demonstrating high expectations for students of color?

15. Do we educate people about rules that promote respect for racial and

cultural differences?

16. Do we have a racially and culturally mixed workforce at all levels?

17. How are educators who reflect the racial and cultural makeup of the

student body hired and promoted at our school?

18. How do we teach the maintenance of positive interaction amongpeople of different racial/cultural backgrounds?

19. In what ways do we encourage students to talk about differences

without making judgments?

20. How does our school provide activities that recognize that each racial

and cultural group has its own strengths and needs?

21. In what ways do does our school provide professional development

to promote racial and cultural understanding between all employees?

22. Do we consistently correct even the most subtle racist behaviors?23. What effective strategies does our school use for intervening in

conflict situations?

24. How do we teach that racial and cultural groups often communicate

in different ways?

25. How do we encourage school employees to talk about racial and

cultural differences?

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Small Group Discussion Prompts:

What is the authors point of view and why is the title of the essay, Rx for Racism: Imperatives for Americas Schools

Which part of the article resonates most with you? Why?

On page 596, column 1, paragraph 3, the authors describe students of color as universal strangers. What thoughts doyou have about this description? How might this phenomenon affect teachers, administrators and parents of color as well?

Reflection Prompt:

How would you describe your personal participation in the small group discussion? How might you have enhanced yourparticipation?

Fishbowl Prompt

What was the quality of conversation in terms of full participation, personalization and clarity in understanding multiple

perspectives?

Full Group Prompt:

What equity/anti-racism leadership roles and responsibilities does the article suggest?

How would you feel about engaging your staff in the RX for Racism discussion? What, if any, support, resources wouldyou need?

Literature CircleRx for Racism: Imperatives for Americas Schools

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Small Group Discussion Prompts:

What is the authors point of view and why is the title of the essay, The Canary in the Mine?

Which part of the article resonates most with you? Why?

On page 12, column 3, the author explores the relationship of effort and reward and how this notion differs for voluntaryversus involuntary minorities. What thoughts do you have about this theory?

Reflection Prompt:

How would you describe your personal participation in the small group discussion? How might you have enhanced yourparticipation?

Fishbowl Prompt

What was the quality of conversation in terms of full participation, personalization and clarity in understanding multiple

perspectives?

Full Group Prompt:

What equity/anti-racism leadership roles and responsibilities does the article suggest?

How would you feel about engaging your staff in the Canary discussion? What, if any, support, resources would youneed?

Literature CircleThe Canary in the Mine

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Jasmine,(1) an African-American 9th grade student, described the racial and cultural climate at Wells Academy, an elite, predominately White, independentschool. She stated, Everybody knows that racism exists and that people are racist. So when it comes out, they [faculty and students] arent that surprisedthat it is there. As Jasmine asserted, racism is prevalent in all aspects of society, with schools not being an exception. However, what is most interestingabout her statement is that she perceives that racism is so commonplace within the school walls that when it appears, few are surprised. Jasmine hasalready begun to understand the pervasiveness of racism and its impact on African Americans.

Because of the legacy of racism, schooling is problematic for African-American students, particularly those students attending predominately White schools(Anderson, 1988; Ladson-Billings & Tate, 1995; Shujaa, 1994). For such students, feeling culturally alienated, being physically isolated, and remainingsilenced are common experiences. These feelings are often exacerbated when African Americans attend predominately White, elite, independent schools(Datnow & Cooper, 1998, 2000). Given the insidious and often subtle way in which race and racism operate, it is imperative that educational researchersexplore the role of race when examining the educational experiences of African-American students. Critical Race Theory (CRT) is a useful perspective fromwhich to explore such phenomena. In this article, we will illustrate how CRT can be used to examine the experiences of African-American students. We willuse the counterstories of African-American students at Wells Academy, an elite, predominately White, independent school.

Wells Academy

Wells Academy is located in a major city in an affluent, predominately White area in the southeastern United States. Property values in this community rangefrom $450,000 to over $3 million. Wells has religious roots, although it does not claim a particular religious affiliation. The school serves students in pre-Kindergarten through the 12th grade. Wells attempts to educate the whole child; it focuses on providing both a classical (e.g., mathematics/science,literature, and foreign language) and aesthetic (e.g., art and music) education while attending to students emotional needs. Also, it attempts to addressmulticulturalism and celebrate diversity through multicultural counseling and courses offered by the diversity coordinator.

In the high school, during the 20022003 school year, 44 of the 599 students enrolled were African American; the African-American population was thelargest population of students of color. Many of the White students that live near Wells also go to school there. As such, many of the White students are fromaffluent families. Few African-American students live near the school. The majority of African-American students who attend Wells are from various parts ofthe city, including areas that can be considered upper class, middle class, and less affluent areas. Most of the African American students,however, are considered middle class.(2)

Two such African-American students were Malcolm and Barbara. Malcolm was a 17-year-old senior from a middle-class family. He was very active in schoolleadership activities and was an athlete. Barbara was an 18-year-old recent graduate from a prominent, upper-class family. She was also very active inschool leadership activities. Both students were very proud of their African-American heritage and often participated in the African-American cultural activitiesat Wells.

So When It Comes Out,They Arent That Surprised That It Is There:Using Critical Race Theory as a Tool of Analysis of Race and Racism in Education

by Jessica T. DeCuir and Adrienne D. Dixson

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Because of Malcolms and Barbaras precarious positions as two of the few African-American students at a predominately White school, their voices wereoften silenced because they were afforded very few opportunities to be heard. As frequently the only African-American students in class, they were oftenignored or Othered. As such, it is imperative that educational researchers provide analytical tools for the critical exposure of race and racism that serves as asource of Othering, as well as allow for the desilencing of marginalized individuals. CRT is such a tool (Ladson-Billings, 1999; Ladson-Billings & Tate, 1995).

Critical Race Theory

CRT was derived during the mid-1970s as a response to the failure of Critical Legal Studies (CLS) to adequately address the effects of race and racism inU.S. jurisprudence. CRT developed initially from the work of legal scholars Derrick Bell, Alan Freeman, and Richard Delgado (Delgado & Stefancic, 2001).Although CLS challenges the meritocracy of the United States, CRT focuses directly on the effects of race and racism, while simultaneously addressing thehegemonic system of White supremacy on the meritocratic system (Cook, 1995; Crenshaw, 1995; Dalton, 1995; Matsuda, 1995). In addition, CRT differsfrom CLS in that i t has an activist aspect, the end goal of which is to bring change that will implement social justice (Crenshaw, 1995).(3) CRT specificallyinvolves the following tenets: (a) counterstorytelling (Matsuda), (b) the permanence of racism (Bell, 1992, 1995; Lawrence, 1995), (c) Whiteness as property(Harris, 1995), (d) interest convergence (Bell, 1980), and (e) the critique of liberalism (Crenshaw, 1988).

Although CRT has been largely used in the area of legal research (e.g., Crenshaw, 1995), its influence has expanded into other disciplines including

education. Ladson-Billings and Tate (1995) can be credited with introducing CRT to education nearly 10 years ago. Now, CRT is emerging as a powerfultheoretical and analytical framework within educational research (e.g., Duncan, 2002; Lynn, Yosso, Solrzano, & Parker, 2002). However, particularly in thearea of education, researchers have yet to uti lize CRT to its fullest. Educational researchers have commonly focused on counter-storytelling and thepermanence of racism (e.g., Parker & Lynn, 2002) and have yet to focus on the other aspects of CRT. It is important to note that an emerging interest withineducational research and among those who utilize CRT is the interrogation of Whiteness (see for example, Marx & Pennington, 2003). The purpose of thisarticle is to discuss the ways in which a CRT analysis that engages five prominent tenets of CRT can be helpful and illuminating in educational research.Malcolms and Barbaras stories will serve as useful examples of how to utilize CRT as a tool of analysis.

Counter-Storytelling

An essential tenet of CRT is counterstorytelling (Matsuda, 1995). Counterstorytelling has been an essential feature of educational research that employed aCRT framework. Delgado and Stefancic (2001) define counter-storytelling as a method of telling a story that aims to cast doubt on the validity of acceptedpremises or myths, especially ones held by the majority (p. 144). Counter-storytelling is a means of exposing and critiquing normalized dialogues thatperpetuate racial stereotypes. The use of counterstories allows for the challenging of privileged discourses, the discourses of the majority, therefore, servingas a means for giving voice to marginalized groups. In other words, counterstorytelling help[s] us understand what life is like for others, and invite[s] thereader into a new and unfamiliar world (Delgado & Stefancic, p. 41). In education, Solrzano and Yosso (2002) suggest that counterstories can be found invarious forms, including personal stories/narratives, other peoples stories/narratives, and composite stories/narratives.

By engaging in counter-storytelling, we will analyze Malcolms and Barbaras experiences as African-American students at Wells Academy and explicate howthey felt uncelebrated at a school that claimed to celebrate diversity. More specifically, their counter-narratives give them the opportunity to critically reflect

upon their precarious positions of being few students of color attending an elite, predominately White, independent school in the southeast. Furthermore,36


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by telling their stories in their own words, their counter-narratives allow them to contradict the Othering process, and, thus, challenge the privilegeddiscourses that are often found at elite, predominately White, independent schools. Through the use of Malcolms and Barbaras counterstorytelling, we willdemonstrate how the various elements of CRT, including the permanence of racism, Whiteness as property, interest convergence, and the critique ofliberalism, can be exposed and explored in a CRT analysis.

The Permanence of Racism

One of the basic premises of CRT is the notion of the permanence of racism in society or as Bell (1992), one of the founding fathers of CRT, states, racismis a permanent component of American life (p. 13). The acceptance of the idea of the permanence of racism involves adopting a realist view of theAmerican societal structure. Within a CRT framework, according to Bell (1995), a realist view requires realizing the dominant role that racism has playedand continues to play in American society; this can be both a conscious and an unconscious act (Lawrence, 1995). Furthermore, the notion of thepermanence of racism suggests that racist hierarchical structures govern all political, economic, and social domains. Such structures allocate the privilegingof Whites and the subsequent Othering of people of color in all arenas, including education.

An example of the permanence of racism is demonstrated by Malcolms observation of racist behavior and unfair discipline procedures at Wells. In thefollowing passage, he described an incident regarding a possible hate crime by a White student:

An internet profile was found by one of my African American friends in my grade. It made one reference towards an African American student. It said,if I ever see this student walking down this street, Ill kill him, Ill shoot him. And it had a few racist remarks [towards African Americans].

Malcolm also described what he perceived as blatant unfair disciplinary decisions made during the discipline council procedures regarding the racistbehavior of the alleged perpetrator. He exclaimed:

Im the only African American on the discipline council, so everybody was looking at me, but not really looking at me trying to give an eye ofunsettledness without me noticing, but I could see everybody watching me. I told them straight up after the kid [the alleged perpetrator] left that heshould be expelled. Because there was some problem with seeing whose profile it was because the childs profi le who it was under said he hadntwritten it. And so, I [said I] think he should still be expelled just because it was under his profile and his not taking it off. And so that was our verdict thatwe gave to our headmaster. Two days later, the headmaster came back to us and said that we [couldnt] expel him and proceeded to look directly intomy eyes and tell me that Now Malcolm, I know that youre Black and I know that youre the only Black person on this council, how do you feel andwhy do you think he should be expelled? And the reason why they said they couldnt expel him was because of legal liability, something that couldhave been very easily made up. . . . He was suspended for a month and made to watch the series, Eyes on the Prize, and read Black Like Me, whichwas written by a White man.

A CRT analysis would examine the disparity and dismissal of the import and impact of the hate speech [Internet profile] on the victims and victimizer, as wellas the ways in which Wells governance practices serve to support the permanence of racism. CRT scholars have discussed the deleterious effects of hatespeech and crimes on society (Matsuda, Lawrence, Delgado, & Crenshaw, 1993). Using racial slurs, threatening to do harm to a particular student, andpossibly inciting others to behave similarly is a serious offense. As such, a CRT analysis would explore the nature of the threat, including its meaning and 37


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and intent. In doing so, it would explore the culture of the school, one that allowed the student to feel comfortable in producing such a threat, as well as themanner in which the threat encouraged racist and violent behavior and supported a hostile and alienating environment for the African-American students. Inaddition, a CRT analysis would examine the disciplinary process, including the disciplinary council meeting as well as the headmasters deciding of theappropriate punishment, focusing on the ostracizing of Malcolm and the lenient and racial punishment.

Whiteness as Property

Another tenet of CRT is the notion of Whiteness as property. Legal CRT scholar Harris (1995) argues that due to the history of race and racism in the UnitedStates and the role that U.S. jurisprudence has played in reifying conceptions of race, the notion of Whiteness can be considereda property interest (p. 280). According to Harris, property functions on three levels: the right of possession, the right to use, and the right to disposition.Furthermore, the right to transfer, the right of use and enjoyment, and the right of exclusion are essential attributes associated with property rights. Harrissuggests that these functions and attributes of property historically have been deployed in the service of establishing Whiteness as a form of property.

Ladson-Billings and Tate (1995) suggest that in util izing a CRT perspective to analyze educational inequity, the curriculum, and, specifically, access to a highquality, rigorous curriculum, has been almost exclusively enjoyed by White students. Tracking, honors, and/or gifted programs and advanced placementcourses are but the myriad ways that schools have essentially been re-segregated. The formal ways that selection and admission into these programs are

conducted guarantee that students of color have virtually no access to a high-quality curriculum or certainly one that will prepare them for college attendance(see for example, Fine, 1991; Oakes, 1995; Solrzano & Ornelas, 2002). Thus, through the myriad policies and practices that restrict the access of studentsof color to high-quality curricula, and to safe and well-equipped schools, school districts have served to reify this notion of Whiteness as property wherebythe rights to possession, use and enjoyment, and disposition, have been enjoyed almost exclusively by Whites. It is important to note that some students ofcolor have been able to penetrate these barriers to educational opportunity; however, there are a small number of studies that examine high-achievingstudents of color.(4)

Barbara describes incidents at Wells that demonstrate the way in which the schools policies and practices regulated student dress and behaviors andreinforced this notion of Whiteness as property. For example, when describing her perceptions of the administrations ideal Black student, she readily stated:

Dont be quoting Marcus Garvey everywhere you go. Dont be so pro-African that you are going to come in the dashiki on the wear-what-you-want-to-wear day when we dont have uniforms.

Barbara perceived that the administration was not receptive to African culture. This perception was supported by the administrations regulations regardinggraduation. Barbara explained:

You know, in the past in graduations, I can remember there was one African American girl who graduated with my sister who wanted to wear anAfrican headwrap but it wasnt white. When you graduate, the girls have to wear all white and it was this huge thing because she wanted somethingAfrican in her outfit but you cant have anything African because there is nothing in Africa that is white. So, she got a headdress made that was whitebut that had African designs and symbols on it, all in white, just on [ the] lining. And she wore that and people said she looked beautiful and she wasvery proud of herself. But it was the fact that she had to go through all of that just to be proud of where she came from. She had to alter it to match 38


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the views that Wells has.

Thus, as both of these stories illustrate, for Black students at Wells, expressions of cultural pride must conform to acceptable standards despite the venue.Discussing Marcus Garvey and wearing African clothing were considered controversial and unacceptable. Similarly, it is problematic that the students,during what can be argued as their shining moment, are not allowed to express themselves culturally. Moreover, the school reinforced Whiteness asproperty through its policies and practices that regulated the manner in which students expressed themselves either verbally or through their dress (Brady,

Eitman, & Parker, 2000).

Interest Convergence

An additional tenet of CRT is interest convergence. Bell (1980) suggests that civil rights gains within communities of color, and, specifically, those for AfricanAmericans, should be interpreted with measured enthusiasm. First, early civil rights legislation provided only basic rights to African Americans, rights thathad been enjoyed by Whites for centuries. These civil rights gains were in effect superficial opportunities because they were basic tenets of U.S.democracy; however, Bell (1980) argues that these very basic rights came only inasmuch as they converged with the self-interests of Whites. We would addthat these concessions were offered to the extent that they were not seen (or exacted) as a major disruption to a normal way of life for the majority ofWhites. Furthermore, given the vast disparities between elite Whites and most communities of color, gains that coincide with the self-interests of White elites

are not likely to make a substantive difference in the lives of people of color.(5) Citing the limited and precarious gains of the Brown decision, Bell argues thatlosses in terms of human capital by way of the dismissal of scores of African-American teachers and administrators, school closings in Black neighborhoods,and the limited access to high-quality curricula in the form of tracking, inflated admissions criteria, and other factors, have made the so called gains fromBrown questionable.

This notion of interest-convergence is exemplified in Malcolms experience on his first day of school at Wells. He explained:

The first day I came as a freshman, before anybody said hello or how are you or whats your name, they asked me do I play football and what was my40 time. What did I run the 40-meter dash in? And that seemed like the big thing that they were concerned about because just about all African-American males at my school serve some type of purpose on some athletic team. Thats a horrible stereotype [regarding] African Americans. Thats asmall glimpse of what we are capable of and what we can do. Were smart. We can hold our own in the classroom and everything else. But theyexpect us just to be Black athletes. Thats what I think they see coming in.

A CRT analysis of Malcolms experience examines the ways in which the interest- convergence factor manifested in the schools desire to raise thecompetitiveness of its team by recruiting more athletically talented African-American students. In particular, Wells football team consistently made it to thestate tournament. While the African-American student athletes would theoretically have access to a high-quality education by attending Wells Academy,many of those same African-American athletes, however, rarely participated in honors or advanced placement courses. According to Malcolm, his only asset,in the eyes of school officials, was his athletic ability. Thus, the schools interest in making its athletic program more competitive converged with someAfrican-American families desires to provide a rigorous education for their children. Whether their children actually experienced a high-quality education isquestionable; however, it is quite evident from the success of its athletic program that Wells benefited from having African- American students.

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Critique of Liberalism

The last tenet of CRT to be discussed is the critique of liberalism. CRT scholars are critical of three basic notions that have been embraced by liberal legalideology: the notion of colorblindness, the neutrality of the law, and incremental change. At face-value, all appear to be desirable goals to pursue to theextent that in the abstract, colorblindness and neutrality allow for equal opportunity for all; however, given the history of racism in the U.S. whereby rights andopportunities were both conferred and withheld based almost exclusively on race, the idea that the law is indeed colorblind and neutral is insufficient (and

many would argue disingenuous) to redress its deleterious effects. Furthermore, the notion of colorblindness fails to take into consideration the persistenceand permanence of racism and the construction of people of color as Other. Colorblindness, as Williams (1997) suggests, has made it nearly impossible tointerrogate both the ways that White privilege is deployed and the normalizing effects of whiteness. Hence, difference, in the colorblind discourse almostalways refers to people of color because being White is considered normal.

Furthermore, CRT scholars argue that colorblindness has been adopted as a way to justify ignoring and dismantling race-based policies that were designedto address societal inequity (Gotanda, 1991). In other words, arguing that society should be colorblind ignores the fact that inequity, inopportunity, andoppression are historical artifacts that wil l not easily be remedied by ignoring race in the contemporary society. Moreover, adopting a colorblind ideologydoes not eliminate the possibility that racism and racist acts will persist.

Under the notion of incremental change, gains for marginalized groups must come at a slow pace that is palatable for those in power. In this discourse,equality, rather than equityis sought. In seeking equality rather than equity, the processes, structures, and ideologies that justify inequity are not addressedand dismantled. Remedies based on equality assume that citizens have the same opportunities and experiences. Race, and experiences based on race arenot equal, thus, the experiences that people of color have with respect to race and racism create an unequal situation. Equity, however, recognizes that theplaying field is unequaland attempts to address the inequality. Hence, incremental change appears to benefit those who are not directly adversely affectedby social, economic, and educational inequity that come as a result of racism and racist practices.

As stated earlier, Wells has a commitment to diversity. In the 19992000 school year, the school created a diversity coordinator position. This position wascreated as an attempt to help change the racist remnants of the Old South that exist at the school. The position was also created to help make the schoolmore inclusive, particularly to people of color. In the position, the coordinator is responsible for teaching multicultural classes, organizing multicultural studentactivities, and providing diversity workshops for faculty.

A CRT analysis would explore the ways in which the multicultural courses and programming challenged and changed racist practices and policies. Alimitation of the liberal commitment to diversity was manifested in Wells hiring one person, an African American, to attend to the schools diversity initiative.Making her responsible for teaching all the multicultural courses and providing all the programming and professional development in the areas of culturalsensitivity and awareness demonstrates the schools lack of commitment to diversity. This token commitment to diversity, which rested solely with oneperson, and encompassed a wide range of responsibilities, essentially ensured that change at Wells would not be sweeping or immediate. Thus, with thelimited human resources Wells employed to diversify the school and the curriculum to create a more diverse and inclusive schooling environment, itguaranteed that changing the racist remnants of the Old South would not l ikely happen quickly, but incrementally and superficially instead, if at all. Anabiding limitation of liberalism is its reliance on incremental change. Interestingly, those most satisfied with incremental change are those less likely to bedirectly affected by oppressive and marginalizing conditions. 40


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Discussion

Barbara and Malcolms experiences are an illustration of the salience of race and racism in education. Although their narratives involve their experiences atan independent school, their stories transcend most school contexts and demonstrate the subtlety and the pervasiveness of racism. Also, their stories showthe insidious nature of racism and how it manifests in a variety of educational contexts. More importantly, these counter-stories explicate how race andracism personally affected them as people of color. Using a CRT framework to analyze Barbaras and Malcolms counter-stories illustrates the ways in which

the subtleties of race and racism can be illuminated. Moreover, through uncovering covert racist practices and the policies that support them, educators,students, families, and communities are able to devise strategies to counteract, resist, and/or forestall those practices and policies effects.

The Future of CRT in Education

In this article, we attempted to explicate how CRT can be used as an analytical tool in educational research. We discussed how CRT could be engaged as amethod of qualitative analysis. Specifically, we illustrated how various tenets of CRT could be used to examine qualitative data through the analysis ofseveral counter-stories, the counter-stories of Malcolm and Barbara.

Although much progress has been made regarding CRT and educational research,(6) much work still needs to be done to further develop CRT as a

framework and method of analysis in educational research. Specifically, in order to fully utilize CRT in education, researchers must remain critical of race,and how it is deployed.CRTimplies that race should be the center of focus and charges researchers to critique school practices and policies that are bothovertly and covertly racist. It is important to note that CRT has been critiqued because of the perception that the focus on race eclipses other aspects ofdifference that serve to marginalize and oppress people of color. However, CRT scholars, such as Bell (1992), Crenshaw (1995), and Williams (1997) haveincluded in their analyses the ways that social class and gender intersect with race. Moreover, as other scholars have taken up the mantle of CRT, itsboundaries of analysis have been expanded. LatCrit and Critical Race Feminism are emerging areas of scholarly inquiry that have their origins in CRT.

Implicit within CRT is this notion of social change. Thus, researchers who seek to utilize CRT are cautioned to consider how their scholarship aids in theproject of social justice and social change. In addition, researchers should remain cognizant of the various tenets of CRT. CRT scholars in education havemade important contributions to the f ield utilizing the counter-story and examining the permanence of racism. Though they are important, however, thecontributions do not capture all that CRT has to offer. In this particular historical moment when attacks on remedies for educational inequity, suchas affirmative action, are on the rise, it is essential that we utilize the full power of CRT, including Whiteness as property, interest conversion, and the critiqueof liberalism. These particular aspects of CRT are especially powerful because through them, researchers are able to uncover and unmask the persistentand oppressive nature of the normativity of Whiteness, the co-option and distortion of oppositional discourses, and the ways in which policies that are offeredas remedies to underachievement and educational disparity may not be in the best interests of marginalized groups, but rather serve the eli te.

To repeat what Jasmine so eloquently stated, When it [racism] comes out, they [faculty and students] arent that surprised that it is there. Since thepervasiveness of racism and its impact on society is not a surprise, educational researchers should see the importance of examining the issues of race andracism within the school context. In doing so, the many Malcolms and Barbaras will not continue to be silent or silenced when it comes to their schoolexperiences with race and racism. Instead, research conducted through CRT analysis will allow for the deprivileging of mainstream discourses whilesimultaneously affording the voices, stories, and experiences of the many Malcolms, Barbaras, and Jasmines to come to the fore. 41


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NOTES

We would like to thank Sonja Lanehart and Paul Schutz for their encouragement in writing this article. We would also like to thank the external reviewers, the ERstudent editorial advisory committee, and NorrisW. Gunby, Jr., for their thoughtful comments and suggestions on earlier drafts of this article.

(1) The data presented in this article are part of a larger study. All of the names used are pseudonyms.(2) Middle class is being defined as described by Shapiro (2004) as a combination of income ($17,000-$79,000), educational achievement (at least a bachelors degree), and job rankings (e.g., professionals,managers).(3) For an extensive review and history of CRT, see Cook (1995), Crenshaw (1988), Dalton (1995), Matsuda (1995), and Tate(1997).

(4) See, for example, OConnor (1997). While it is beyond the scope of this article to address those theories, a CRT analysis of African-American students high achievement would examine the extent to whichstudents of color either internalized or resisted conceptions of Whiteness. That is, through the lens of CRT, researchers would examine the ways in which Whiteness as p roperty manifests and persists in termsof the extent to which the students (as well as significant school personnel and family members) held or accepted normative or totalizing discourses of Whiteness; the strategies they employed to resistnormative or totalizing Whiteness; and the ways in which access to honors and advanced placement courses was limited or restricted and the students (andtheir families) responses to this limited or restricted access.(5) Some would argue that this is the case regardless of a modicum of seemingly economic and educational parity between some people of color and elite Whites.(6) See, for example, Lynn et al. (2002) for an examination of CRT in qualitative research in education.

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