Critical Race Aesthetics as a Lens to Notice, Challenge, and Change Images That Undermine the Sense of Belonging Among Minoritized Students

In this review/essay article, the author argues that education researchers and educators should attend to visual elements in classrooms as ambient identity cues to allow for socio-spatial belonging among minoritized students. The author proposes the application of critical race aesthetics to notice, challenge, and change inequitable ambient cues that (re)create oppression and privilege. The author presents case vignettes from research with elementary STEM teachers and Black and Brown students to illustrate the role of images in meaning-making of STEM spaces. The author offers methods to apply the lens of critical race aesthetics to teacher and school leader education to improve equity. The author discusses implications for education research in terms of advancing applied theories and equity effort.