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Critical race theory and the hidden curriculum: Social works implications for education

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Roru F.
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  1. Introduction
  2. The hidden curriculum
  3. Race: A matter of social identity and institutionalized social structures
  4. Components of the hidden curriculum
    1. The environmental constructs
  5. A primer on Critical Race Theory
  6. Literature review
  7. Empirical evidence for the hidden curriculum
    1. The danger of the hidden curriculum in educational institutions
    2. The year-long ethnographic study in a predominantly White elementary school conducted by Lewis
    3. Lynn: The many educational roadblocks that one encounters
  8. The collaboration of mass media
  9. Social work practice regarding the hidden curriculum
    1. Operating with a Black-White binary
    2. Solorzano and Yosso's argument on CRT in education
  10. Conclusion
  11. References

Throughout the Philadelphia transit system stations there is a notable repetition of an advertisement for McDonald's 365Black campaign. A photo of various African American franchise owners is captioned by a phrase to the effect, ?This Neighborhood is Our Business?. Within this image, one may also notice the lighter skin complexion and the smoother facial features of many of these individuals, though muted by the black-white photo. If one questions this imagery, there are construct implications for business, success, race, and ethnic communities. If one takes the image for granted, it might be assumed, and reported, that these physical features are necessary for success. This latter response, of not questioning implicit messages, is part of the dangerous educational forum known as the hidden curriculum.

[...] Work in CRT in education that specifically defines the practices of Black social justice educators is referred to as critical race pedagogy? (Lynn p. 115). One way that social work has responded to issues of the hidden curriculum has been by collaboration, especially between ethnic minority populations, such as African Americans and Latinos (Stovall, 2006). In its most explicit definition of its operation in education, Gloria Ladson-Billings uses CRT to name and highlight the function of White supremacy through five tenets. [...]


[...] Critical race theory, multicultural education, and the hidden curriculum of hegemony. Multicultural Perspectives, Jimenez, C.M. (2006, Winter/Spring). Afterthought: The centrality of African Americans in U.S. history and identity. Black History Bulletin, 31-33. Ladson-Billings, G. (1998). Just what is critical race theory and what's it doing in a nice field like education?, International Journal of Qualitative Studies in Education, 7?24. Lewis, A.E. (2001, Winter). There is no in the schoolyard: Color- blind ideology in an (almost) all-white school. American Educational Research Journal, 781-811. [...]


[...] Protesters: More Afrocentric lessons; A group outside school district headquarters pressed for a new focus. Officials say it's coming. The Philadelphia Inquirer, p. B04. Solorzano, D.G., and Yosso, T.J. (2000). Toward a critical race theory of Chicana and Chicano education. In C. Tejeda, C. Martinez, Z. Leonardo, and P. McLaren (Eds.), Demarcating the border of Chicana(o)/Latina(o) education. Cresskill, New Jersey: Hampton Press. Stovall, D. (2006, September). Forging community in race and class: critical race theory and the quest for social justice [...]

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