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It has become another divisive subject in American politics and culture, so much so that legislation and other measures have been taken in more than 40 states to ban or restrict the teaching of Critical Race Theory (CRT). 

This recent body of scholarship interrogates the role of race and racism in society and how it impacts U.S. systems and structures. Southern Illinois University Edwardsville CRT scholars, like their colleagues across the country, are not only persuaded of its validity but of its necessity. 

SIUE’s School of Education, Health and Human Behavior (SEHHB) CRT faculty are Dean Robin Hughes, PhD; Nate Williams, PhD, associate professor in the Department of Teaching and Learning and co-president of the national Critical Race Studies in Education Association (CRSEA); Natasha Flowers, PhD, SEHHB assistant dean of anti-racism, diversity and inclusion, and associate professor; and Angel Jones, PhD, visiting assistant professor in the Department of Educational Leadership and CRSEA vice president. The CRT scholars offered explanations regarding academic philosophy and provided an unwavering defense to critics and criticism. 

“The context of my life has helped to inform me as a Critical Race Theorist/Activist,” said Hughes. “I was born in the 60s and grew up in the 70s. I grew up during the Civil Rights movement. My parents were activist all of the time, so what they did and espoused my entire life, looks and feels like CRT. Given the framework of CRT, this is not a surprise that it resonates with me, because it is not just a thing.” 

 “Critical Race Theory is, within this academic world, a framework that demands a fully activated comprehension of racism and its devastation on individuals, communities and broader society,” explained Flowers. “We are fortunate that it emerged from Black scholar activists in Critical Legal Studies as its roots lie firmly in justice and progress, more than just daunting debates and musings. Critical Race Theory, in and outside of education, creates a demarcation between liberal democratic thinking about schools (inclusion and integration) to critiquing and addressing racial inequities that compromise our ancestors’ hopes for a better world.” 

As the theory continues to expand and morph to reflect the changes needed to dismantle white supremacy, the number of major principles/tenets changes, according to Williams. 

“As a result, the major themes and/or large overarching critiques is represented by eight principles across the CRT literature,” he said. 

Williams highlighted the following three ideologies: 

• Racial Legal Justice: Derrick Bell (considered to be the father of CRT) began a legacy of calling out the racialized tyranny orchestrated through the U.S. legal system. CRT continues that legacy by explicitly calling out the hypocrisy and white supremacy within the America’s legal system and championing meaningful racial legal justice. 

• Interest Convergence/Material Determinism: Black progression only occurs when the interest of Black compliments and/or converges with white interest. Inversely, if Black progression and/or liberation is at odds with white interest, then it does not occur. 

• Story and Counter-Storytelling: Part of a larger critique of the academy and westernized scientific methods and philosophy, CRT puts an emphasis on the African/Black tradition of storytelling (illuminating morality, humanity and justice through stories) as a legitimate scientific method. 

“I first learned about CRT during my doctoral program, and it changed my life and career,” said Jones. “I had questioned my academic abilities, because I struggled to connect with or understand the other theories I was learning. However, being introduced to CRT helped me realize that it wasn’t that I didn’t understand the other theories, it was that they didn’t understand me. Finding CRT helped me find myself and my voice as a scholar.” 

“I use Critical Race Theory and Critical Race Feminism to inform the research I do,” continued Jones, “which focuses on the impact of racism on the mental health of Black students. My work also relies heavily on counter storytelling, a major component of CRT, to challenge dominant narratives and center the voices of the Black community.”  

“Anyone who claims the CRT structure as their primary ‘operating papers’ for teaching, research and service are also claiming to see the elimination of racism as the catalyst for change across all communities,” offered Flowers. “The works of Derrick Bell, Kimberlé Crenshaw, Dave Stovall, Robin Hughes, Lori Patton Davis, Denise Baszille Taliaferro, Eduardo Bonilla-Silva and Adrienne Dixson have impacted me the most as a teacher educator and faculty member at large.” 

“CRT is ensconced in the Civil Rights movement, and the beliefs and teachings from Dr. Martin Luther King Jr., Frederick Douglas and others. CRT asks why after so many decades since emancipation are we still seeing stubborn patterns of inequality,” expounded Hughes, referencing Crenshaw, leading scholar on CRT, American civil rights activist and law professor. 

“CRT is important because it is the best tool to understand and disrupt the dehumanization of practices of white supremacy, which mitigates success, access and humanity for all peoples,” said Williams. 

Photos:
L-R: SEHHB Dean Robin Hughes, PhD; Nate Williams, PhD, co-vice president of the national Critical Race Studies in Education Association (CRSEA); Natasha Flowers, PhD, SEHHB assistant dean of anti-racism, diversity and inclusion, and associate professor; and Angel Jones, PhD, visiting assistant professor, Department of Educational Leadership.