Article

Disrupting Postsecondary Prose: Toward a Critical Race Theory of Higher Education

Author / Creator
Patton, Lori D.
Part of
Urban education (Beverly Hills, Calif.), 2016, Vol.51 (3), p.315-342
DOI
10.1177/0042085915602542
Summary
  • 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.

Date
2016-03
Publication
Urban education (Beverly Hills, Calif.)
Volume
51
Issue
3
Pages
315-342
Peer-reviewed
Yes (Scholarly)
Language
English
Publisher
SAGE Publications
ISSN
0042-0859
EISSN
1552-8340
DOI
10.1177/0042085915602542
CODEN
UREDDX

  • SAGE Premier 2016
  • PAIS Index
  • Sociological Abstracts

Subjects

  • Access
  • Critical theory
  • Curriculum
  • Higher education
  • Race
  • Racism
  • White supremacy