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CRT and Marxism: Some Suggestions for Classroom Practice

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Critical Race Theory and Education

Part of the book series: Marxism and Education ((MAED))

Abstract

Throughout this book, I have dealt with a large number of issues pertaining to CRT, and while acknowledging some of CRT’s strengths, I have also highlighted the essential differences between CRT and Marxism. In this final chapter, I begin by noting some suggestions for classroom practice from Critical Race Theorists with which Marxist educators would be in general agreement, but add some caveats. I then go on to critique some classroom pedagogies, based on ‘the abolition of whiteness’, and advocated by a leading UK Critical Race Theorist. Next I make some suggestions for promoting equality in the school classroom, based on Marxism.

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Notes

  1. 1.

    It needs to be reiterated here that, as noted in chapter 3, Preston argues that CRT needs to be considered alongside Marxism. The following pedagogies, however, are firmly embedded in CRT.

  2. 2.

    The training referred to, though not described, by Vaught and Castagno (2008) (discussed in chapter 3 of this volume) would appear to have some similarities with Racism Awareness Training. A more viable alternative might be to have in-depth conceptual discussions on the meaning of racism (see my suggested definition in chapter 3 of this volume), and to follow this up with personal and practical implications (see Cole 2009a for a discussion of this suggestion with respect to racism and other equality issues).

  3. 3.

    One of the 2006 Presidential Election slogans (Chávez won with a landslide) was ‘Contra El Diablo [Bush], Contra El Imperialismo [Against the Devil, Against Imperialism]’.

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  1. University of East London, London, UK

    Mike Cole

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Cole, M. (2017). CRT and Marxism: Some Suggestions for Classroom Practice. In: Critical Race Theory and Education. Marxism and Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-349-95079-9_9

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  • DOI: https://doi.org/10.1057/978-1-349-95079-9_9

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