Who's Afraid of Critical Race Theory in Education? A Reply to Mike Cole's ‘the Color-Line and the Class Struggle’
Bibliographic Data
| ID | 12928839 |
|---|---|
| Authors | David Gillborn (0000-0002-7254-5136, corresponding author) |
| Year | 2009 |
| Volume | 1 |
| Issue | 1 |
| Pages | 125-131 |
| Publication date | 2009-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Power and Education (JOURNAL) |
| Journal identifiers | ISSN: 1757-7438 • E-ISSN: 1757-7438 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2304/power.2009.1.1.125 |
| OpenAlex | W2012994965 |
| Language | EN |
| Citations received | 18 |
| References cited | 28 |
This article replies to Mike Cole's article, in this issue of the journal, on critical race theory (CRT) in general and my application of the approach in particular. The article briefly outlines the central tenets of CRT and then reflects on the character of some of the exchanges between critical race theorists and Marxists on either side of the Atlantic. Although Marxism is a broad and varied perspective, there is a strand of reductionist Marxist analysis that has generated critiques of CRT characterised by over-simplification, misunderstandings and misrepresentations of the approach
Character (mathematics · Class (philosophy · Color line · Critical race theory · Critical theory · Epistemology · Marxist philosophy · Perspective (graphical · Political science · Politics · Race (biology · Reductionism · Sociology · Computer Science · Critical Race Theory in Education · Education Discipline and Inequality · Gender Studies · Law · Mathematics · Philosophy · Race, History, and American Society
Immiseration Capitalism, Activism and Education
W.E.B. Du Bois and Filipino/a American exposure programs to the Philippines
Precarious whiteness in pandemic times in China
Securing whiteness
Taking Responsibility for Race Inequality and the Limitless Acts Required
Concrete and Abstract Racial Domination
An ethnography of permanent exclusion from school
Indigenous students’ identities in Australian higher education
How can only 18 black teachers working in Liverpool represent a diverse teaching workforce? A critical narrative
Canary in the mine
Why the critical race theory concept of ‘White supremacy’ should not be dismissed by neo-Marxists
A prolegomenon to a critical race theoretical Marxism
In my Liverpool home’
Critical race theory in education, Marxism and abstract racial domination
Where All the Good Teachers are Cape Verdean Americans
Immigration and the Ambivalence of the School
The White Working Class, Racism and Respectability
A Plethora of ‘suitable enemies
Racism and Education
A Primer on Critical Race Theory
The bell curve
Critical Race Theory
Chapter 4
Toward a Critical Race Theory of Education
Whose culture has capital? A critical race theory discussion of community cultural wealth
Watching the Watchers
Underachiever or Misunderstood? A Reply to Roger Gomm
The Color-Line and the Class Struggle
The song remains the same
Forging community in race and class
Racisms, power, and contingency
Critical Race Theory
Rhetoric and reality in critical educational studies in the United States
Critical Race Studies in Education
Mapping the Margins
Critical race theory
Critical Race Theory comes to the UK
Critical Race Theory
The Souls of White Folk
Just what is critical race theory and what's it doing in a nice field like education
Education policy as an act of white supremacy
After Race
Critical Race Methodology
| Unique citing works | 18 |
|---|---|
| Citations per year | 1,06 |
| Citation span | 2009 - 2024 (16) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 18 |