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APPLIED CRITICAL RACE THEORY
                                       SOLUTION-FOCUSED
                                       STRENGTHS-BASED


Ideological Basis          Key Tenets of                        CRT applied to            Applying CRT in
    to CRT                CRT applied to                        top reasons in             the classroom
                         Disproportionality                      Research for             Decode & demystify forces of
Whiteness as                                                                              oppression in society as sources
                                                               Disproportionality         of inequity in education
property Humanity as     Challenge to Race
property                                                                                  through the following strategies
                         Neutrality (CRN)-
                         Recognize difference,                 Institutional bias-
                                                                                          Examine outcomes-
Centrality of            build upon common                     Interest convergence-      Look at classroom data
whiteness Centrality     interest and difference               find equitable             for referrals to look at
of positionality         of approach and path                  common interest            patterns in race &
inherently biased and    to that common                        (CRN, LR)                  reason for referral
subject to examination                                                                    (CRN, LR, NP)
                         ground.
                                                               Teacher bias-              Cultural
White supremacy
                         Lack of Rights (LR)-                  Tighten relationship       responsiveness-
Equity of difference.
Multidimensional         ‘Expansive view’ of                   between teacher &          Student centered,
aspects of beauty,       reform. Outcome                       student on outcome         examining one’s own
virtue & power.          based policies.                       basis, with                privilege (race, class,
                                                               adjustment for equity      position) to reframe
                         Negative Perception                   & positionality with       classroom management
                         (NP)- Strengths-                                                 as a collaboration with
                                                               emphasis on WHO is         students, making
                         Based approach 360                    teaching WHO?              learning relevant,
                         degrees.                              (CRN, NP)                  practical and applicable.
                                                                                          (CRN, NP)
                                                               Cultural mismatch-
                                                                                          Behavior intervention-
                                                               Broaden and expand         ‘Collaborative problem
                                                               cultural range of          solving’ and other best
                                                               institutions. Inclusive,   practice behavioral
                                                               responsive, Radical        health interventions.
                                                               approaches. (CRN,          (CRN, NP)
                                                               NP)                        Authentic caring-
                                                                                          Deep respect, strong
                                                                                          relationships, high
                                        Copyright © May 2011 Macheo Payne                 expectations matched
                                                All Rights Reserved                       with support according
                                                                                          to need. (CRN, NP)
APPLIED CRITICAL RACE THEORY



Ideological Basis             Key Tenets of                             CRT applied to          Applying CRT in
    to CRT                   CRT applied to                             top reasons in           the classroom
                            Disproportionality                           Research for           Decode & demystify forces of
Whiteness as                                                                                    oppression in society as sources
                                                                       Disproportionality       of inequity in education
property Possession of      Challenge to Race
rights that are respected                                                                       through the following strategies
                            Neutrality (CRN)-
by laws default to          The institution is not                     Institutional bias-
                                                                                                Examine outcomes-
whiteness first             colorblind and policies                    Policies like zero       Look at classroom data
                            are not applied                            tolerance are            for referrals to look at
Centrality of               equitably as evidenced                     disproportionately       patterns in race &
whiteness White             by persistent disparate                    applied to black         reason for referral
ideology, values, and                                                  students on a            (CRN, LR, NP)
                            outcomes.
interests are at the                                                   discretionary basis.
center of all aspects of                                                                        Cultural
                            Lack of Rights (LR)-                       (CRN, LR)                responsiveness-
dominant culture &
policy                      Policies and                                                        Student centered,
                            procedures are                             Teacher bias-            examining one’s own
White supremacy US          disproportionately                         Hidden bias and          privilege (race, class,
                            applied to black                           inability or             position) to reframe
society founded on
                            students on a                              unwillingness to         classroom management
scientific, religious and
                            legitimate yet mostly                                               as a collaboration with
political frameworks of                                                examine one’s own        students, making
white moral, physical,      discretionary basis,                       beliefs & stereotypes.   learning relevant,
intellectual & spiritual    making any challenge                       (CRN, NP)                practical and applicable.
superiority (natural        to due process very                                                 (CRN, NP)
selection, manifest         difficult.                                 Cultural mismatch-
destiny, Jim crow, etc.).                                                                       Behavior intervention-
                                                                       Blaming the ‘target’     ‘Collaborative problem
Racism is structurally      Negative Perception
and institutionally
                                                                       and casting black        solving’ and other best
                            (NP)- Stereotypes are
permanent and                                                          culture as defective,    practice behavioral
                            reinforced by
therefore a ‘normal’        institution through
                                                                       incompatable and         health interventions.
feature of US society,      negative consequences                      frequently               (CRN, NP)
not a rare abberation       while                                      inappropriate to the
                                                                                                Authentic caring-
that crops up through       disproportionately                         educational setting.     Deep respect, strong
individual acts of          shifting responsibility                    (CRN, NP)                relationships, high
bigotry.                                                                                        expectations matched
                            of the problem to the
                            target group. Copyright © May 2011 Macheo Payne                     with support according
                                                      All Rights Reserved                       to need. (CRN, NP)

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Applied Critical Race Theory Models: Solution Focused Reframe

  • 1. APPLIED CRITICAL RACE THEORY SOLUTION-FOCUSED STRENGTHS-BASED Ideological Basis Key Tenets of CRT applied to Applying CRT in to CRT CRT applied to top reasons in the classroom Disproportionality Research for Decode & demystify forces of Whiteness as oppression in society as sources Disproportionality of inequity in education property Humanity as Challenge to Race property through the following strategies Neutrality (CRN)- Recognize difference, Institutional bias- Examine outcomes- Centrality of build upon common Interest convergence- Look at classroom data whiteness Centrality interest and difference find equitable for referrals to look at of positionality of approach and path common interest patterns in race & inherently biased and to that common (CRN, LR) reason for referral subject to examination (CRN, LR, NP) ground. Teacher bias- Cultural White supremacy Lack of Rights (LR)- Tighten relationship responsiveness- Equity of difference. Multidimensional ‘Expansive view’ of between teacher & Student centered, aspects of beauty, reform. Outcome student on outcome examining one’s own virtue & power. based policies. basis, with privilege (race, class, adjustment for equity position) to reframe Negative Perception & positionality with classroom management (NP)- Strengths- as a collaboration with emphasis on WHO is students, making Based approach 360 teaching WHO? learning relevant, degrees. (CRN, NP) practical and applicable. (CRN, NP) Cultural mismatch- Behavior intervention- Broaden and expand ‘Collaborative problem cultural range of solving’ and other best institutions. Inclusive, practice behavioral responsive, Radical health interventions. approaches. (CRN, (CRN, NP) NP) Authentic caring- Deep respect, strong relationships, high Copyright © May 2011 Macheo Payne expectations matched All Rights Reserved with support according to need. (CRN, NP)
  • 2. APPLIED CRITICAL RACE THEORY Ideological Basis Key Tenets of CRT applied to Applying CRT in to CRT CRT applied to top reasons in the classroom Disproportionality Research for Decode & demystify forces of Whiteness as oppression in society as sources Disproportionality of inequity in education property Possession of Challenge to Race rights that are respected through the following strategies Neutrality (CRN)- by laws default to The institution is not Institutional bias- Examine outcomes- whiteness first colorblind and policies Policies like zero Look at classroom data are not applied tolerance are for referrals to look at Centrality of equitably as evidenced disproportionately patterns in race & whiteness White by persistent disparate applied to black reason for referral ideology, values, and students on a (CRN, LR, NP) outcomes. interests are at the discretionary basis. center of all aspects of Cultural Lack of Rights (LR)- (CRN, LR) responsiveness- dominant culture & policy Policies and Student centered, procedures are Teacher bias- examining one’s own White supremacy US disproportionately Hidden bias and privilege (race, class, applied to black inability or position) to reframe society founded on students on a unwillingness to classroom management scientific, religious and legitimate yet mostly as a collaboration with political frameworks of examine one’s own students, making white moral, physical, discretionary basis, beliefs & stereotypes. learning relevant, intellectual & spiritual making any challenge (CRN, NP) practical and applicable. superiority (natural to due process very (CRN, NP) selection, manifest difficult. Cultural mismatch- destiny, Jim crow, etc.). Behavior intervention- Blaming the ‘target’ ‘Collaborative problem Racism is structurally Negative Perception and institutionally and casting black solving’ and other best (NP)- Stereotypes are permanent and culture as defective, practice behavioral reinforced by therefore a ‘normal’ institution through incompatable and health interventions. feature of US society, negative consequences frequently (CRN, NP) not a rare abberation while inappropriate to the Authentic caring- that crops up through disproportionately educational setting. Deep respect, strong individual acts of shifting responsibility (CRN, NP) relationships, high bigotry. expectations matched of the problem to the target group. Copyright © May 2011 Macheo Payne with support according All Rights Reserved to need. (CRN, NP)