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. [...]
[...] The answers to these and other related questions have great implications for race consciousness and racial literacy of a given educational community. In using the term ‘racial literacy', one refers not only to the knowledge of race, but also to the knowledge of racism, the reality of its construction and its prevalent stereotypes, and the ability to use this knowledge in a social justice oriented response. For example, in the Lewis (2001) study, one of the Black students was having a social conflict with a peer. [...]
[...] Book review: Critical race theory perspectives on the social studies: The profession, policies, and curriculum. Urban Education 111-119. Chan, E. (2007). Student experiences of a culturally-sensitive curriculum: ethnic identity development amid conflicting stories to live by. Journal of Curriculum Studies, 177-194. Chang, R.S. (1999). Disoriented: Asian Americans, law and the nation-state. New York and London: New York University Press. Davis, J.R. (2007, September/October). Making a difference: How teachers can positively affect racial identity and acceptance in America. The Social Studies, 209-214. [...]
[...] Thus, this next section will discuss the current literature on the intersection of critical race theory and the hidden curriculum. Several of the articles reviewed discuss the application of critical race theory in the educational environment and argue the relevance of CRT to the US educational systems, environments, and outcomes (e.g. Gillborn, 2006; Jay, 2003; Lynn, 2006; Powers, 2007; Stovall, 2006). Using CRT, DeCuir- Gunby explores the identity development of the African American students. This study makes a very important expansion on social class and notes: “Class is usually discussed in terms of socioeconomic status, largely measured by wealth. [...]
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