Critical Race Theory and Classroom Practice builds upon “existing CRT in education literature to construct new methods, pedagogies, policies and ways of knowing that have the possibility for helping schools to transform themselves in ways that improve the educational outcomes for Black, Brown and Native children and families” (Lynn, 2019, p. x). As educators in the PreK – 12 spectrum grapple with how to live commitments to racial justice in their teaching practice, CRT creates equity and social justice driven generative possibilities because it centers the knowledge of those who have been silenced and marginalized within classrooms and schooling experiences.
This edited volume, Critical Race Theory and Classroom Practice, will illuminate the pedagogical possibilities of using CRT to shape asset-based and justice driven teacher practices that transform the educational experiences of Black, Brown, and Indigenous children and youth across preK-12 contexts. Each chapter will respond to the following questions:
1. How might a deep engagement with the principles of CRT transform classrooms, teacher practice(s), and student learning?
2. How can teachers engage in racially just practices while attending to specific content and grade level span demands?
CRT-informed topics may include:
● Early childhood and elementary play
● Early childhood and elementary literacies
● Early childhood and elementary Mathematics
● Middle and Secondary level English
● Middle and Secondary level Science
● Middle and Secondary level Mathematics
● Middle and Secondary level and Social Studies
● Special Education
● ESL and World Language Instruction
● Arts
This edited volume is under contract with Routledge.
Details for all contributions:
❒ Chapter should not exceed 4,000-words.
❒ The 500-word abstract is due February 15, 2021.
o The abstract should include (a) the discipline and grade level span (e.g. middle level mathematics, high school government and economics), (b) the general approach to discipline specific subject matter and skills, with a discussion of applicable professional area standards, and (c) the approach to engagement with the principles of CRT transform classrooms, teacher practice, and student learning.
o Abstracts will be blind reviewed.
❒ Full chapters are due July 1, 2021.
Tentative Schedule:
❏ Deadline for abstract submission: February 15, 2021
❏ Contributor notification to submit complete chapter: April 5, 2021
❏ Submission of full chapter: July 1, 2021
❏ Continuous blind chapter reviews: From July 15, 2021 to September 10, 2021
❏ Final chapter submission: Ongoing until November 15, 2021
❏ Book submitted to the publisher: December 2021
❏ Anticipated publication: Fall 2022
For more information, see
Call for abstracts: CRT and Classroom Practice
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