What’s the Big Fuss About Critical Race Theory? Anthony S. Lewis, Ph. D
As school districts around the country begin another school year, the health and safety of staff and students are still top of mind as we continue to navigate these unprecedented times as a result of COVID-19 and the momentum-gaining Delta variant. As I look out my office window, I see onlookers in traffic yelling at the anti-mask protesters assembled near our school district sign. The ongoing debates of should kids be in school or not, should kids wear masks or not, and now, is Critical Race Theory (CRT) taught in schools have taken over the job responsibilities of school superintendents and school boards across the country. As a black male superintendent in a red state, I have to wonder, why is the latter receiving so much attention? Critical Race Theory is not a new concept. It originated over four decades ago and attempts to explain why racial disparities exist in our country. CRT acknowledges that race is a social construct and argues we are not different species. CRT also attempts to understand the connections between race and social inequality, as there are inequalities in our country based on race. Some anti-CRT folks have connected diversity, equity, inclusion, social justice, anti-racism, or anything related to race to the term “critical race theory”, and they simply do not want to acknowledge that racial inequalities exist. As an educator, having worked in three school districts in three states, I have witnessed how the results of these inequalities play out in our school systems. Some would argue that some students simply do not work hard enough, do not apply themselves, are not as smart, or are naturally inferior. Many believe that achievement gap explanations are connected to external problems and are not the responsibility of educators. Some
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