Applied Critical Race Theory Models: Solution Focused Reframe1. APPLIED CRITICAL RACE THEORY
SOLUTION-FOCUSED
STRENGTHS-BASED
Ideological Basis Key Tenets of CRT applied to Applying CRT in
to CRT CRT applied to top reasons in the classroom
Disproportionality Research for Decode & demystify forces of
Whiteness as oppression in society as sources
Disproportionality of inequity in education
property Humanity as Challenge to Race
property through the following strategies
Neutrality (CRN)-
Recognize difference, Institutional bias-
Examine outcomes-
Centrality of build upon common Interest convergence- Look at classroom data
whiteness Centrality interest and difference find equitable for referrals to look at
of positionality of approach and path common interest patterns in race &
inherently biased and to that common (CRN, LR) reason for referral
subject to examination (CRN, LR, NP)
ground.
Teacher bias- Cultural
White supremacy
Lack of Rights (LR)- Tighten relationship responsiveness-
Equity of difference.
Multidimensional ‘Expansive view’ of between teacher & Student centered,
aspects of beauty, reform. Outcome student on outcome examining one’s own
virtue & power. based policies. basis, with privilege (race, class,
adjustment for equity position) to reframe
Negative Perception & positionality with classroom management
(NP)- Strengths- as a collaboration with
emphasis on WHO is students, making
Based approach 360 teaching WHO? learning relevant,
degrees. (CRN, NP) practical and applicable.
(CRN, NP)
Cultural mismatch-
Behavior intervention-
Broaden and expand ‘Collaborative problem
cultural range of solving’ and other best
institutions. Inclusive, practice behavioral
responsive, Radical health interventions.
approaches. (CRN, (CRN, NP)
NP) Authentic caring-
Deep respect, strong
relationships, high
Copyright © May 2011 Macheo Payne expectations matched
All Rights Reserved with support according
to need. (CRN, NP)
2. APPLIED CRITICAL RACE THEORY
Ideological Basis Key Tenets of CRT applied to Applying CRT in
to CRT CRT applied to top reasons in the classroom
Disproportionality Research for Decode & demystify forces of
Whiteness as oppression in society as sources
Disproportionality of inequity in education
property Possession of Challenge to Race
rights that are respected through the following strategies
Neutrality (CRN)-
by laws default to The institution is not Institutional bias-
Examine outcomes-
whiteness first colorblind and policies Policies like zero Look at classroom data
are not applied tolerance are for referrals to look at
Centrality of equitably as evidenced disproportionately patterns in race &
whiteness White by persistent disparate applied to black reason for referral
ideology, values, and students on a (CRN, LR, NP)
outcomes.
interests are at the discretionary basis.
center of all aspects of Cultural
Lack of Rights (LR)- (CRN, LR) responsiveness-
dominant culture &
policy Policies and Student centered,
procedures are Teacher bias- examining one’s own
White supremacy US disproportionately Hidden bias and privilege (race, class,
applied to black inability or position) to reframe
society founded on
students on a unwillingness to classroom management
scientific, religious and
legitimate yet mostly as a collaboration with
political frameworks of examine one’s own students, making
white moral, physical, discretionary basis, beliefs & stereotypes. learning relevant,
intellectual & spiritual making any challenge (CRN, NP) practical and applicable.
superiority (natural to due process very (CRN, NP)
selection, manifest difficult. Cultural mismatch-
destiny, Jim crow, etc.). Behavior intervention-
Blaming the ‘target’ ‘Collaborative problem
Racism is structurally Negative Perception
and institutionally
and casting black solving’ and other best
(NP)- Stereotypes are
permanent and culture as defective, practice behavioral
reinforced by
therefore a ‘normal’ institution through
incompatable and health interventions.
feature of US society, negative consequences frequently (CRN, NP)
not a rare abberation while inappropriate to the
Authentic caring-
that crops up through disproportionately educational setting. Deep respect, strong
individual acts of shifting responsibility (CRN, NP) relationships, high
bigotry. expectations matched
of the problem to the
target group. Copyright © May 2011 Macheo Payne with support according
All Rights Reserved to need. (CRN, NP)