The Nonexistent “Critical Race Theory“ in K-12 Educational Systems, by Dr. Jessica Hernandez

wages—all the principles of Catholic Social Teaching.

At the time, people did not think the March was as big as deal as it was. On the way back from the March, we were asking, “What could we do next?” People began planning what they could do next in their communities at the March on Washington. We wanted segregation to end. The next year, the Civil Rights Act of 1964 passed and two years later, the Voting Rights Act of 1965. Those bills passed as a result of pressure that was built from the March.

At the March people would ask Dr. King what they should do and he would ask people, “What do YOU want? Do you want safe schools? Good schools? To get a good job? To have a decent wage? To drink and eat where you want?” He would ask people to consider, “What are you doing now and what are the next steps you are going to take?”

Celebration and action.

Gene Cash served in the Army Reserves for 30 years. He serves on the community board of the Sammamish YMCA, works with Team Issachar Seattle (which serves young African American males), is a former Just Faith facilitator and is an active member of Mary, Queen of Peace Catholic Church in Sammamish, WA.

Demonstrators marching in the street holding signs during the March on Washington, 1963, Trikosko, Marion S., photographer Library of Congress Prints and Photographs Division

The Nonexistent “ in K-12

BY DR. JESSICA HERNANDEZ

I

n today’s society, we continue to center the feelings of those who hold power and privilege in the current societal racial hierarchies. We are all aware that race is a social construct, meaning we did not naturally inherit it as a species, but rather it was created to place certain people in social systems of power and privilege over others. However, due to the recent uprising in the anti-racism movement that millennials 1 and “zoomers” of color are leading—a movement built from the previous generation’s work during the Civil Rights era—there is more discussion about breaking the naivety and innocence bubble that has been created in educational systems to cater to and comfort whiteness. These naive and innocent bubbles were created to sugarcoat the true histories of how the United States was founded. They were created to hide the violent atrocities settlers committed against Black and Indigenous peoples, many of whom white individuals are descendants. The United States was founded on the genocide of Indigenous people and the enslavement of Black individuals. These founding stories are too harsh for the average white person to consume—as many of them had ancestors who proudly participated in these atrocities—all to be declared the people in power in these societal racial hierarchies. However, if we truly want to heal this nation, the true histories that for so long have been hidden behind fairy tales need to be discussed and taught in classrooms across the United States. Learning the true history of this country starts in schools; from the K-12 education system to higher education.

Oftentimes, we hear that the reason why these histories should not be taught is because it teaches white children that they are “inherently bad.” In a recent discussion that took place on the talk show The View, Condoleezza Rice (former United States Secretary of State) mentioned that in order to make Black children understand their empowerment, white children do not need to be made to feel bad for being white. Empowerment of children of color is crucial; however, naivety is something they are not immune to. This is due to the racism that continues to persist in this country—something the anti-racism movement is attempting to dismantle. While white children’s feelings are protected, the feelings of children of color are not. Children of color inherited a system that teaches them they are “bad” by being mistreated for the color of their skin or facing harsher forms of discipline, even within classrooms. We have seen 1

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“Zoomers” refers to Gen Z

“Critical Race Theory” Educational Systems “H O W E V E R, I F W E T R U L Y W A N T T O H E A L T H I S N A T I O N, T H E T R U E HISTORIES THAT FOR SO LONG HAVE BEEN HIDDEN BEHIND FAIRY TALES NEED TO BE DISCUSSED AND TAUGHT IN CLASSROOMS ACROSS T H E U N I T E D S T A T E S.”

Anti-Critical Race Theory Legislation 9 States passed legislation: Idaho, Oklahoma, Tennessee, Texas, Iowa, New Hampshire, South Carolina, Arizona, and North Dakota— 19 States considering similar legislation: Alabama, Alaska, Arkansas, Florida, Kentucky, Louisiana, Main, Michigan, Mississippi, Missouri, New Jersey, New York, North Carolina, Ohio, Pennsylvania, Rhode Island, West Virginia, Wisconsin & Wyoming.

Source: edweek.org/leadership/map-where-critical-race-theory-is-under-attack/2021/06

research studies conclude many things that point to a different reality for children of color compared to white children. Science News for Students revealed that there are higher risks of discriminatory policing for Black boys and girls than for white kids 2 the same age. Yet, we are constantly told that white children are being taught that they are inherently bad for being white. In reality, children of color are taught that white children are at the center of our societal structure.

As a former K-12 educator, I witnessed the educational inequities that exist in our country today that continue to make students of color fall behind the average white student. There is racism hidden in many systems that were created through racist policies. In the educational system, we can easily point to how schools were created to forcefully assimilate Indigenous children (e.g., boarding schools). We can point to how certain schools were created for whites only (e.g., segregation). Yet while new policies were created to undo former ones, the entire educational system was founded on maintaining these racist policies. It makes us wonder whether systems that were created to be inherently racist can truly become inclusive of all, if these systems are not rebuilt from the ground up.

When I was an educator in Little Rock, Arkansas, I constantly witnessed how primarily white teachers would discuss the lack of parent involvement in their children’s education. Yet, they failed to realize that for many of these children, their grandparents were never allowed to step foot in those same schools due to segregation. There is an example in Little Rock where the history of desegregating schools with the Little Rock Nine was celebrated. And, white teachers could not make the connection 2

https://www.sciencenewsforstudents.org/article/discriminatorypolicing-takes-a-toll-on-teens-and-tweens

of how due to this history many parents might not feel welcome on school grounds. People tend to make history seem like something from the past, but for many of us people of color, these stories can be traced back to our parents’ or grandparents’ generations. For some, they can view this as part of history, for us it is embodied in our lived experiences and sometimes results in the intergenerational trauma that we experience.

Can we undo racism if we try to hide the racist history of this country? Can people of color truly heal from intergenerational trauma if white people do not become aware of it from a young age? Of course not, and for many of us people of color, we have been told—at least once in our lifetime—that racism does not exist. This is because in schools, white children are taught that racism is nonexistent because the true histories of the violent tactics used against Black and indigenous peoples (including other communities of color) are often sugarcoated to comfort whiteness. Race relationships, from slavery or the segregation era are briefly mentioned in history books. Yet, the call to expand these histories and depict the true histories behind naive historical accounts is deemed as teaching “Critical race theory.” It is important to set one thing straight: Critical race theory is not taught in the K-12 educational system, but rather, in law schools. It has become a buzz word to try to expel the true histories from being told and taught. We must also remember that many of the histories of people of color are not even discussed in current history classes. White privilege is when white, European history is part of the core curriculum and BIPOC history is being taught as an elective.

As we continue to push for the true histories to be told, we are seeing how shame and discomfort of white individuals— mostly from parents who do not want to sit over the dinner table and discuss these true histories with their children—are being A M AT T E R O F S P I R IT

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centered over the feelings of many children of color. Children of color have conversations about the racism they are experiencing at very young ages, as they sit with their parents at dinner tables.

Many parents of color have even expressed how they would do a disservice to their children if they did not teach them about racism. In a society that continues to maintain racist structures, in order to truly dismantle these systems, we need to foster an environment where children are taught the true history if we

really want a different society for the future generations.

Dr. Jessica Hernandez (Maya Ch’orti’ & Binnizá) is a transnational Indigenous scholar, scientist, and community advocate based in the Pacific Northwest. She is the author of “Fresh Banana Leaves: Healing Indigenous Landscapes through Indigenous Science.” Follow her at @doctora_nature on Twitter and Instagram.

What is Critical Race Theory?

Critical race theory (CRT) was devloped in the 1980s by Harvard professor Professor Derrick Bell, whose research began as a means to dissect ideas that law and the judicial systems were fair, just, and neutral. His research spurred a movement that expanded among legal scholars of color. Among these legal scholars of color was Columbia Law professor Kimberlé Crenshaw, a mentee of Bell, whose expertise is in civil rights and constitutional law, and is an expert on CRT. After the murder of George Floyd that re-energized the 2020 racial reckonings across America, the racial scholarship of acclaimed Columbia Law professors Kimberlé Crenshaw, Kendall Thomas, and Patricia Williams—was brought to the knowledge of general public, and Critical race theory became a buzzword with some media claiming it is being taught in K-12 schools. Critical race theory is still largely taught in law schools, but the ideas from it are reshaping how the United States’ education system is teaching American history.

Critical race theory states that United States social institutions (e.g., the criminal justice system, education system, labor market, housing market, and healthcare system) are laced with racism embedded in laws, regulations, rules, and procedures that lead to differential outcomes according to race. It does not attribute racism to white people as individuals or as groups of people. It is a legal framework taught in law school NOT in K-12 schools. It is none-the-less being weaponized to censure discussions and erase/whitewash American History.

Examples of CRT Being Used to Ban Literature STATE

Tennessee

Texas

Pennsylvania Southern District 6

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LEGISLATION

RESISTANCE

State legislature passed law banning funds from public schools that teach that anyone is “privileged” due to their race or have lessons that make students feel “discomfort, guilt or anguish” because of their race or sex.

Citing the law, a group called “Moms for Liberty” sent a list of books they deemed inappropriate to the Tennessee Department of Education including: • Martin Luther King Jr. and the March on Washington • Ruby Bridges Goes to School: My True Story Upon review the Tennessee Dept. of Education declined to investigate the group’s claim.

State legislature prohibits students from getting credit for participating in civic activities that include civic activism.

• Katy Independent School District banned books: New Kid and its sequel Class Act and canceled a scheduled appearance by the award winning author Jerry Craft.

The novels are about a Black boy matriculating in a new school with low diversity and his struggles to fit in.

After the review committee determined the appropriateness of the books, the books were reinstated and the author re-invited to speak.

In 2020 Pennsylvania’s Southern District banned James Baldwin’s I Am Not Your Negro and books about: • Rosa Parks • Martin Luther King Jr. • Malala Yousefzai

After student back lash, the school board reinstated access to these books one year later.