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This article explores the connectivity of research and theories of African American emancipatory pedagogy to Critical Race Theory (CRT). In doing so, the guiding principles and maxims of CRT as an emergent ethical and moralistic discourse on race and racism in the law will be briefly outlined. Next, the premises of CRT will be used to analyze ethnographic interviews conducted with eight African American teachers. The interview data will then be used as a manner in which to articulate a Critical Race Pedagogy.
Marvin Lynn (Fri,) studied this question.