Marvin Lynn is Professor of Black Studies at Portland State University.Adrienne D. Dixson is Professor of critical race theory and education at the University of Illinois, Urbana-Champaign.

• Introduction; Acknowledgments; Section I Foundations of Critical Race Theory and Critical Race Theory in Education; 1 The History and Conceptual Elements of Critical Race Theory; 2 Discerning Critical Moments; 3 Critical Race Theory—What it is Not!; 4 Critical Race Theory’s Intellectual Roots: My Email Epistolary with Derrick Bell; 5 W. E. B. DuBois’ Contributions to Critical Race Studies in Education: Sociology of Education, Classical Critical Race Theory, and Proto-Critical Pedagogy; 6 Scholar Activism in Critical Race Theory in Education; SECTION II Intersectional Frameworks; 7 #SquadGoals: Intersectionality, Mentorship and Women of Color in the Academy; 8 Critical Race Theory Off-Shoots: Building on the Foundations of CRT and Emphasizing the Nuances they Offer; 9 The Inclusion and Representation of Asian Americans and Pacific Islanders in America’s Equity Agenda in Higher Education; 10 Examining Black Male Identity through a Prismed Lens: Critical Race Theory and the Complexities of Black Males’ Experiences; 11 Other Kids’ Teachers: What Children of Color Learn from White Women and what this Says about Race, Whiteness, and Gender; 12 The Last Plantation: Toward a New Understanding of the Relationship Between Race, Major College Sports, and American Higher Education; 13 Doing Class in Critical Race Analysis in Education; 14 Tribal Critical Race Theory: An Origin Story and Future Directions; 15 "Straight, No Chaser:" An Unsung Blues; 16 The Utilities of Counter Storytelling in Spotlighting Racism within Higher Education; 17 A DisCrit Abolitionist Imaginary: CRT, DisCrit, and the Abolition of Youth Prisons; SECTION III Methods/Praxis; 18 Blurring Boundaries: The Creation of Composite Characters in Critical Race Storytelling; 19 No Longer Just a Qualitative Methodology: The Rise of Critical Race Quantitative and Mixed Methods Approaches; 20 Critical Race Quantitative Intersectionality: A Toiling Movement-Building Paradigm that Refuses to "Let the Numbers Speak for Themselves"; 21 Confronting our own Complicity: Complexities and Tensions of a Critical Race Feminista Praxis in Higher Education during the Movement for Black Lives; 22 Still "Fightin’ the Devil 24/7": Context, Community, and Critical Race Praxis in Education; 23 Countering They Schools: The convergence of Dead Prez and the Matrix as a method of promoting a Critical Conscious Intellectualism in the Social Justice Education Project / Tucson's Mexican American/Raza Studies Program; 24 Critical Race Theory & Education History: Constructing a Race-Centered History of School Desegregation; Section IV Critical Race Policy Analysis; 25 The Policy of Inequity: Using CRT to Unmask White Supremacy in Education Policy; 26 A call to "do justice:" A CRT analysis of urban teacher preparation; 27 Critical Race Theory, Teacher Education, and the "New" Focus on Racial Justice; 28 Let's Be For Real: Critical Race Theory, Racial Realism, and Education Policy Analysis (Toward a New Paradigm); 29 A Critical Race Policy Analysis of the School-to-Prison Pipeline for Chicanos; 30 Badges of Inferiority: The Racialization of Achievement in U.S. Education; 31 Racial Failure Normalized as Correlational Racism: CRT/LatCrit and the Educational Policy Attack against Latinx Populations; 32 A Movement in Two Acts: Actually Existing Racism, CRT, and the Charter School Movement

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Marvin Lynn is Professor of Black Studies at Portland State University.Adrienne D. Dixson is Professor of critical race theory and education at the University of Illinois, Urbana-Champaign.

• Introduction; Acknowledgments; Section I Foundations of Critical Race Theory and Critical Race Theory in Education; 1 The History and Conceptual Elements of Critical Race Theory; 2 Discerning Critical Moments; 3 Critical Race Theory—What it is Not!; 4 Critical Race Theory’s Intellectual Roots: My Email Epistolary with Derrick Bell; 5 W. E. B. DuBois’ Contributions to Critical Race Studies in Education: Sociology of Education, Classical Critical Race Theory, and Proto-Critical Pedagogy; 6 Scholar Activism in Critical Race Theory in Education; SECTION II Intersectional Frameworks; 7 #SquadGoals: Intersectionality, Mentorship and Women of Color in the Academy; 8 Critical Race Theory Off-Shoots: Building on the Foundations of CRT and Emphasizing the Nuances they Offer; 9 The Inclusion and Representation of Asian Americans and Pacific Islanders in America’s Equity Agenda in Higher Education; 10 Examining Black Male Identity through a Prismed Lens: Critical Race Theory and the Complexities of Black Males’ Experiences; 11 Other Kids’ Teachers: What Children of Color Learn from White Women and what this Says about Race, Whiteness, and Gender; 12 The Last Plantation: Toward a New Understanding of the Relationship Between Race, Major College Sports, and American Higher Education; 13 Doing Class in Critical Race Analysis in Education; 14 Tribal Critical Race Theory: An Origin Story and Future Directions; 15 "Straight, No Chaser:" An Unsung Blues; 16 The Utilities of Counter Storytelling in Spotlighting Racism within Higher Education; 17 A DisCrit Abolitionist Imaginary: CRT, DisCrit, and the Abolition of Youth Prisons; SECTION III Methods/Praxis; 18 Blurring Boundaries: The Creation of Composite Characters in Critical Race Storytelling; 19 No Longer Just a Qualitative Methodology: The Rise of Critical Race Quantitative and Mixed Methods Approaches; 20 Critical Race Quantitative Intersectionality: A Toiling Movement-Building Paradigm that Refuses to "Let the Numbers Speak for Themselves"; 21 Confronting our own Complicity: Complexities and Tensions of a Critical Race Feminista Praxis in Higher Education during the Movement for Black Lives; 22 Still "Fightin’ the Devil 24/7": Context, Community, and Critical Race Praxis in Education; 23 Countering They Schools: The convergence of Dead Prez and the Matrix as a method of promoting a Critical Conscious Intellectualism in the Social Justice Education Project / Tucson's Mexican American/Raza Studies Program; 24 Critical Race Theory & Education History: Constructing a Race-Centered History of School Desegregation; Section IV Critical Race Policy Analysis; 25 The Policy of Inequity: Using CRT to Unmask White Supremacy in Education Policy; 26 A call to "do justice:" A CRT analysis of urban teacher preparation; 27 Critical Race Theory, Teacher Education, and the "New" Focus on Racial Justice; 28 Let's Be For Real: Critical Race Theory, Racial Realism, and Education Policy Analysis (Toward a New Paradigm); 29 A Critical Race Policy Analysis of the School-to-Prison Pipeline for Chicanos; 30 Badges of Inferiority: The Racialization of Achievement in U.S. Education; 31 Racial Failure Normalized as Correlational Racism: CRT/LatCrit and the Educational Policy Attack against Latinx Populations; 32 A Movement in Two Acts: Actually Existing Racism, CRT, and the Charter School Movement

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Marvin Lynn is Professor of Black Studies at Portland State University.Adrienne D. Dixson is Professor of critical race theory and education at the University of Illinois, Urbana-Champaign.

• Introduction; Acknowledgments; Section I Foundations of Critical Race Theory and Critical Race Theory in Education; 1 The History and Conceptual Elements of Critical Race Theory; 2 Discerning Critical Moments; 3 Critical Race Theory—What it is Not!; 4 Critical Race Theory’s Intellectual Roots: My Email Epistolary with Derrick Bell; 5 W. E. B. DuBois’ Contributions to Critical Race Studies in Education: Sociology of Education, Classical Critical Race Theory, and Proto-Critical Pedagogy; 6 Scholar Activism in Critical Race Theory in Education; SECTION II Intersectional Frameworks; 7 #SquadGoals: Intersectionality, Mentorship and Women of Color in the Academy; 8 Critical Race Theory Off-Shoots: Building on the Foundations of CRT and Emphasizing the Nuances they Offer; 9 The Inclusion and Representation of Asian Americans and Pacific Islanders in America’s Equity Agenda in Higher Education; 10 Examining Black Male Identity through a Prismed Lens: Critical Race Theory and the Complexities of Black Males’ Experiences; 11 Other Kids’ Teachers: What Children of Color Learn from White Women and what this Says about Race, Whiteness, and Gender; 12 The Last Plantation: Toward a New Understanding of the Relationship Between Race, Major College Sports, and American Higher Education; 13 Doing Class in Critical Race Analysis in Education; 14 Tribal Critical Race Theory: An Origin Story and Future Directions; 15 "Straight, No Chaser:" An Unsung Blues; 16 The Utilities of Counter Storytelling in Spotlighting Racism within Higher Education; 17 A DisCrit Abolitionist Imaginary: CRT, DisCrit, and the Abolition of Youth Prisons; SECTION III Methods/Praxis; 18 Blurring Boundaries: The Creation of Composite Characters in Critical Race Storytelling; 19 No Longer Just a Qualitative Methodology: The Rise of Critical Race Quantitative and Mixed Methods Approaches; 20 Critical Race Quantitative Intersectionality: A Toiling Movement-Building Paradigm that Refuses to "Let the Numbers Speak for Themselves"; 21 Confronting our own Complicity: Complexities and Tensions of a Critical Race Feminista Praxis in Higher Education during the Movement for Black Lives; 22 Still "Fightin’ the Devil 24/7": Context, Community, and Critical Race Praxis in Education; 23 Countering They Schools: The convergence of Dead Prez and the Matrix as a method of promoting a Critical Conscious Intellectualism in the Social Justice Education Project / Tucson's Mexican American/Raza Studies Program; 24 Critical Race Theory & Education History: Constructing a Race-Centered History of School Desegregation; Section IV Critical Race Policy Analysis; 25 The Policy of Inequity: Using CRT to Unmask White Supremacy in Education Policy; 26 A call to "do justice:" A CRT analysis of urban teacher preparation; 27 Critical Race Theory, Teacher Education, and the "New" Focus on Racial Justice; 28 Let's Be For Real: Critical Race Theory, Racial Realism, and Education Policy Analysis (Toward a New Paradigm); 29 A Critical Race Policy Analysis of the School-to-Prison Pipeline for Chicanos; 30 Badges of Inferiority: The Racialization of Achievement in U.S. Education; 31 Racial Failure Normalized as Correlational Racism: CRT/LatCrit and the Educational Policy Attack against Latinx Populations; 32 A Movement in Two Acts: Actually Existing Racism, CRT, and the Charter School Movement

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