Critical Race Theory in education is much like a strong immune system that protects the body from incoming pathogens. In our society, the pathogens are racial inequalities, and a unilateral or whitewashed history. CRT in the classroom can be a shield that enables children to grow as more accepting and inclusive individuals starting as children from their community playgrounds to adults interacting with co-workers who acknowledge and understand the importance of humanity and diversity. This unit was designed to not only learn about the fusion of ethnically diverse people and how they helped form New Haven, but it will also bring light to the inexcusable truth that all people are equal and worthy of their place in the community. As students discover the importance of a collective history, they will also begin to see themselves while building a sense of self-confidence and respect for others.
CRT interacts with standards (as this reader will see at the end of the unit), but also questions the flexibility of its framework. For this reason, the unit will utilize The Ethnic Studies Framework (ES-FW) which is based around “The Four Geohistorical Macroscales of Ethnic Studies,” as written by Cuauhtin, 2019, which are:
4.1 Indigeneity- The source of Root-Futurity
Responsive to: Students as Historical Holistic Human Beings & Identities (culturally and historically responsive)
4.2 Coloniality- Combating Dehumanization
Response to: Generalized course content and academic discourse
4.3 Hegemony- Normalization of Identity and Place in Society
Response to: Community and Community Cultural Wealth
4.4 Social & Ecological Justice- Regenerating Community
Response to: The world (locally, nationally, and globally)
Each of these are fused within the lessons taught in this unit and provide direction for learning objectives and standards. Specific lessons may use more of one area of CRT framework than others, but all support the notion that learning standards should be liberating to learners.
Cuauhtin, R. Tolteka, Miguel Zavala, Christine E. Sleeter, and Wayne Au. Rethinking Ethnic Studies. Milwaukee, WI: Rethinking Schools, 2019, Pg.65.