ERIC Number: EJ1090653
Record Type: Journal
Publication Date: 2016-Mar
Abstractor: As Provided
Disrupting Postsecondary Prose: Toward a Critical Race Theory of Higher Education
Patton, Lori D.
Urban Education, v51 n3 p315-342 Mar 2016
Ladson-Billings and Tate ushered critical race theory (CRT) into education and challenged racial inequities in schooling contexts. In this article, I consider the role CRT can play in disrupting postsecondary prose, or the ordinary, predictable, and taken for granted ways in which the academy has functioned for centuries as a bastion of racism and White supremacy. I disrupt racelessness in education, but focus primarily on postsecondary contexts related to history, access, curriculum, policy, and research. The purpose of this article is to commemorate and extend Ladson-Billings and Tate's work toward a CRT of higher education.
Descriptors: Higher Education, Critical Theory, Race, Advantaged, Disadvantaged, Racial Bias, Educational History, Access to Education, Curriculum Development, Educational Policy, Educational Research, Social Justice, Teacher Characteristics, Intellectual Property, Institutional Characteristics, Diversity (Institutional), Educational Development
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A