Liberate Our Schools: Taking Back Our History With Critical Race Theory

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Author(s): Carolyn M. Lane (California State University, Bakersfield, USA)and Patricia E. Lane (California State University, Fresno, USA)
Copyright: 2024
Pages: 19
Source title: PK-12 Professionals’ Narratives of Working as Advocates Impacting Today’s Schools
Source Author(s)/Editor(s): Patrick S. De Walt (California State University, Fresno, USA)and Dara N. Nix-Stevenson (Sincecombahee Educational Consulting, USA)
DOI: 10.4018/978-1-6684-9236-9.ch002

Keywords: Business Science Reference / Education / Educational Administration and Leadership / K-12 Education

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Abstract

This chapter explores the issues of racial inequity and discrimination within the Central Valley of California PK-12 system, focusing on the experiences of both Black and Muslim students. The authors, Patricia Lane and Carolyn Lane, critique the current educational landscape, particularly the rise of anti-critical race theory (CRT) legislation, which undermines principles of democracy, equity, and social justice. Patricia reflects on her observation of Black students being marginalized in a classroom setting, while Carolyn utilizes critical Muslim theory (MusCrit) to understand the challenges faced by Muslim students in the Central Valley of California. Both emphasize the importance of dismantling oppressive structures in education and amplifying the voices of marginalized students to achieve social justice.

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Liberate Our Schools: Taking Back Our History With Critical Race Theory

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