CRiT walking race, place, and space in the academy

Abstract

This article is a commentary on several issues relevant to critical race theory (CRT), education, and race‐related discourse. In this article, we hope to contribute to the dialogue on race and education, and raise a few thought‐provoking questions regarding ways of seeing and thinking about CRT as both a theoretical and practical tool when focused on issues of race, structural racism, and education.

Keywords:

• critical race theory
• education
• methodology

Notes

1. CRiT walking is a constructivist and metaphorical tool that offers education scholars and practitioners a framework to use genre driven writing, autobiography, auto‐ethnography, social justice principles, and radical perspectives to analyze, re‐interpret, deconstruct, and reform educational settings. CRiT walking is a conceptual and activity‐based extension of critical race theory. This approach offers an addition to and acknowledgement of the existing thinking and literature on critical race theory, and suggests operational processes for CRT in the classroom. Hence the unique spelling is stylistically similar yet different. The small ‘i’ embedded in the overarching framework of CRT, conveys the metaphor of intellectual and physical activity (dancing or walking), supported by the philosophical tenets of CRT.