This volume by philosophers, sociologists, and historians on issues of race and racism examines central educational questions, contributing to ongoing discussions amongst educational theorists, philosophers, and practitioners. Critical Race Theory and the Critical Philosophy of Race are now well established within North American academia – yet they are only recently beginning to make inroads in UK academia. The wide-ranging discussions in this collection explore conceptual, ethical, political, and epistemological aspects of race and racism in the context of discussions of pedagogy, curriculum, and education policy, across a range of educational settings. The questions and issues addressed include: • why and how issues of race play out differently in different national and social contexts; • the impact of the legacies of empire and colonialism on philosophy and education; • the disciplinary boundaries and practices of academic philosophy; • the philosophical canon; • racial identities and their role in educational processes; • diversity and difference in educational practices and curricula; • whiteness and institutional racism; and • the pedagogical issues raised by teaching young children about race and racism. This book was originally published as a special issue of Ethics and Education.

Across public discourse, in the media, politics, many branches of academic inquiry, and ordinary daily interactions, we spend a lot time talking about race: race relations, racial violence, discrimination based on race, racial integration, racial progress. It is fair to say that questions about race have vexed our social life. But for all we speak about race, do we know what race is? Is it a social construct or a biological object? Is it a bankrupt holdover from a time before sophisticated scientific understanding and genetics, or can it still hold up in biological, genetic, and other types of research? Most fundamentally, is race real? In this book, four prominent philosophers and race theorists debate how best to answer these difficult questions, applying philosophical tools and the principles of social justice to cutting-edge findings from the biological and social sciences. Each presents a distinct view of race: Sally Haslanger argues that race is a socio-political reality. Chike Jeffers maintains that race is not only political but also, importantly, cultural. Quayshawn Spencer pursues the idea that race is biologically real. And Joshua Glasgow argues that either race is not real, or if it is, it must be real in a way that is neither social nor biological. Each offers an argument for their own view and then replies to the others. Woven together, the result is a lively debate that opens up numerous ways of understanding race. Above all, it is call for sophisticated and principled discussion of something that significantly permeates our lives.

Critical Race Theory (CRT) is an international movement of scholars working across multiple disciplines; some of the most dynamic and challenging CRT takes place in Education. This collection brings together some of the most exciting and influential CRT in Education. CRT scholars examine the race-specific patterns of privilege and exclusion that go largely unremarked in mainstream debates. The contributions in this book cover the roots of the movement, the early battles that shaped CRT, and key ideas and controversies, such as: the problem of color-blindness, racial microaggressions, the necessity for activism, how particular cultures are rejected in the mainstream, and how racism shapes the day-to-day routines of schooling and politics. Of interest to academics, students and policymakers, this collection shows how racism operates in numerous hidden ways and demonstrates how CRT challenges the taken-for-granted assumptions that shape educational policy and practice. The chapters in this book were originally published in the following journals: International Journal of Qualitative Studies in Education; Race Ethnicity and Education; Discourse: Studies in the Cultural Politics of Education; Critical Studies in Education.

There is a tendency in education theory to place the focus on the consequences of racial hegemony (racism, Eurocentric education, low performance by racial minorities) and ignore that race is antecedent to these consequences. This dissertation explores the treatment of race within critical theory in education. I conduct a metaphysical analysis to examine the race concept as it emerges from the works of various critical theorists in education. This examination shows how some scholars affirm the scientifically discredited race concept by offering racial essentialist approaches for emancipatory education. I argue that one of consequences of these approaches is the further tightening of racial constraints on the student's personal autonomy. This mandates that critical theorists gain a deeper understanding of race as a problem, conceptually, epistemically, ideologically, and existentially. I argue that critical theorists of education draw from work conducted in the philosophy of race by theorists such as K. Anthony Appiah, Jorge Gracia, Charles Mills, and Naomi Zack to gain insights on the metaphysics of race to better inform theory and praxis. I further recommend the creation of a critical philosophy of race in education to address and combat race as a problem and its consequences. I contend that the groundwork for philosophy of race in education must entail strategies that encourage and assist theorists and teachers to move toward the elimination of the race in society, while utilizing race only as heuristic tool to address its consequences. Additionally, I argue that a philosophy of race in education must advocate for an education for autonomy as a means to racial liberation for students.

This important volume brings together key writings from one of the most influential education scholars of our time. In this collection of her seminal essays on critical race theory (CRT), Gloria Ladson-Billings seeks to clear up some of the confusion and misconceptions that education researchers have around race and inequality. Beginning with her groundbreaking work with William Tate in the mid-1990s up to the present day, this book discloses both a personal and intellectual history of CRT in education. The essays are divided into three areas: Critical Race Theory, Issues of Inequality, and Epistemology and Methodologies. Ladson-Billings ends with an afterword that looks back at her journey and considers what is on the horizon for other scholars of education. Having these widely cited essays in one volume will be invaluable to everyone interested in understanding how inequality operates in our society and how race affects educational outcomes. Featured Essays: Toward a Critical Race Theory of Education with William F. Tate IVCritical Race Theory: What It Is Not!From the Achievement Gap to the Education Debt: Understanding Inequality in U.S. SchoolsThrough a Glass Darkly: The Persistence of Race in Education Research and ScholarshipNew Directions in Multicultural Education: Complexities, Boundaries, and Critical Race TheoryLanding on the Wrong Note: The Price We Paid for BrownRacialized Discourses and Ethnic EpistemologiesCritical Race Theory and the Post-Racial Imaginary with Jamel K. Donner

Critical Race Theory (CRT) is at the forefront of contemporary discussions about racism and race inequity in education and politics internationally. The emergence of CRT marked a pivotal moment in the history of racial politics within the academy and powerfully influenced the broader conversation about race and racism in the United States and beyond. Comprised of articles by some of the most prominent scholars in the field, this groundbreaking anthology is the first to pull together both the foundational writings and more recent scholarship on the cultural and racial politics of schooling. The collection offers a variety of critical perspectives on race, analysing the causes, consequences and manifestations of race, racism and inequity in schooling. Unique to this updated edition is a variety of contributions by key CRT scholars published within the last five years, including an all-new section addressing the war on CRT that followed the murder of George Floyd and international protests in support of #BlackLivesMatter. Each section concludes with a set of questions and discussion points to further engage with the issues discussed in the readings. This revised edition of a landmark publication documents the progress of the CRT movement and acts to further spur developments in education policy, critical pedagogy and social justice, making it a crucial resource for students and educators alike.

The Racial Contract puts classic Western social contract theory, deadpan, to extraordinary radical use. With a sweeping look at the European expansionism and racism of the last five hundred years, Charles W. Mills demonstrates how this peculiar and unacknowledged "contract" has shaped a system of global European domination: how it brings into existence "whites" and "non-whites," full persons and sub-persons, how it influences white moral theory and moral psychology; and how this system is imposed on non-whites through ideological conditioning and violence. The Racial Contract argues that the society we live in is a continuing white supremacist state. As this 25th anniversary edition—featuring a foreword by Tommy Shelbie and a new preface by the author—makes clear, the still-urgent The Racial Contract continues to inspire, provoke, and influence thinking about the intersection of the racist underpinnings of political philosophy.