Embracing the Tension: Using Teachable Moments to Explore the Racialized Educational Experiences of Students in Traditionally White Classrooms

Frank Tuitt, Rachel Alicia Griffin, Ph.D., Lyndsay J Agans


In the last decade, the use of critical race theory (CRT) as a theoretical framework within educational research has increased. However the curricular study of CRT and its use in pedagogical approaches within the classroom remain underexplored in the extant literature. A professor and two doctoral candidates at a research-intensive university describe the process of creating a graduate-level education course in CRT, through analytical consideration of CRT tenets and their purposeful use in course development and implementation.    


Critical Race Theory (CRT), Pedagogy, Diversity, Tension, Conflict

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