This handbook illustrates how education scholars employ Critical Race Theory (CRT) as a framework to bring attention to issues of race and racism in education. It is the first authoritative reference work to provide a truly comprehensive description and analysis of the topic, from the defining conceptual principles of CRT in the Law that gave shape to its radical underpinnings to the political and social implications of the field today. It is divided into three sections, covering innovations in educational research, policy and practice in both schools and in higher education, and the increasing interdisciplinary nature of critical race research. With 28 newly commissioned pieces written by the most renowned scholars in the field, this handbook provides the definitive statement on the state of critical race theory in education and on its possibilities for the future.

Table of Contents:
TABLE OF CONTENTS Section I The Genealogy of Critical Race Theory and Critical Race Theory in Education 1  The History and Conceptual Elements of Critical Race Theory   Kevin Brown and Darrell D. Jackson 2  Discerning Critical Moments   Richard Delgado & Jean Stefancic 3  Critical Race Theory—What it is not   Gloria Ladson-Billings 4 Critical Race Theory’s Intellectual Roots in Ethnic Studies and Freirean Education  Daniel G. Solórzano 5 On the Origins of Critical Race Studies in Education: W.E.B. Du Bois’s Classical Critical Race Theory and Critique of Epistemic Apartheid Reiland Rabaka 6  Tribal Critical Race Theory: An Origin Story and Future Directions   Bryan McKinley Jones Brayboy 7  Origins of and Connections to Social Justice in Critical Race Theory in    Education   Thandeka K. Chapman 8 Doing Class in Critical Race Analysis in Education  Michael J. Dumas   SECTION II Intersectional and Interdisciplinary Methods to Challenging Majoritarian Policies and Stock Stories in Education    9 The Policy of Inequity: using CRT to unmask white supremacy in Education Policy  David Gillborn 10  Educational Policy Contradictions: A LatCrit perspective on    Undocumented Latino Students   Nereida Oliva, Judith C. Pérez and Laurence Parker 11 Badges of Inferiority: The Racialization of Achievement in U.S. Education   Sonya Douglass Horsford and Tanetha J. Grosland 12  The Racialization of South Asian Americans in a Post-911 Era   Binaya Subedi 13 Blurring the Boundaries: the Mechanics of Creating Composite Characters  Daniella Ann Cook 14 Education as the Property of Whites: African Americans Continued Quest for Good Schools Jamel K. Donnor 15  The Inclusion and Representation of Asian Americans and Pacific     Islanders in America’s Equity Agenda in Higher Education   Robert T. Teranishi & Loni Bordoloi Pazich 16 Let's Be For Real: Critical Race Theory, Racial Realism, and Education Policy Analysis (Toward a New Paradigm)  Kristen L. Buras 17 Examining Black male identity through a raced, classed, and gendered lens: Critical race Theory and the Intersectionality of the Black male experience  Tyrone C. Howard and Rema Reynolds 18 Expanding the Counterstory: The Potential for Critical Race Mixed Methods Studies in Education  Jessica T. DeCuir-Gunby & Dina C. Walker-DeVose 19 A Critical Race Policy Analysis of the School-to-Prison Pipeline for Chicanos  Brenda Guadalupe Valles and Octavio Villalpando 20 Critical Race Quantitative Intersectionality: An Anti-Racist Research Paradigm that Refuses to “Let the Numbers Speak for Themselves”  Alejandro Covarrubias and Veronica Velez   SECTION III Critical Race Praxis in Communities, Schools and the University 21  “Fightin’ the Devil 24/7”:  Context, Community, and Critical Race Praxis   in Education  David O. Stovall 22 Arizona on the Doorstep of Apartheid: The Purging of the Tri-Dimensionalization of Reality  Augustine F. Romero 23 Other Kids’ Teachers: What Children of Color Learn from White Women and what this Says about Race, Whiteness, and Gender  Zeus Leonardo & Erica Boas 24 Critical Race Methodological Tensions: Nepantla in Our Community-Based Praxis  Enrique Aleman, Dolores Delgado Bernal & Sylvia Mendoza 25  Critical Race Theory, Interest Convergence & Teacher Education   H. Richard Milner, F. Alvin Pearman II and Ebony O. McGee 26 CRT’s challenge to educator’s articulation of abstract liberal perspectives of purpose  Kenneth Fasching-Varner and Roland Mitchell 27 Post-racial Critical Race Praxis  Sabina Vaught and Gabrielle Hernandez with Ikenna Acholonu, Amber Frommherz and Ben Phelps 28 What is “urban”? A CRT examination of the preparation of K-12 teachers for urban schools   Celia Rousseau Anderson and Beverly E. Cross