(EDU4) Race, Class, and Contested Frameworks in Education: A Dialogic Project
Since the 1990s, educational debates among Marxists, critical race scholars, and other educational theorists who address questions of race and class in society and education have been particularly contentious and virulent. Consequently, scholars who lay claim to working for a more just and equitable world have been unable to engage effectively with one another’s differences, limiting our capacity to leverage more effectively the important places where our respective scholarships intersect. A new anthology On Class, Race, and Educational Reform: Contested Perspectives gathers over 20 scholars—aligned with critical race theory, Marxism, intersectionality, critical ethnic studies, and other frameworks—to engage in collegial dialogue and debate over vital questions of educational reform and more. In this session, four of the contributors reflect on the issues raised in the volume, insights gained by their participation, and what this publishing initiative may offer for the future of progressive scholarship and community building. In addition, two discussants connect the volume to a Canadian context where Indigeneity, as well as race and class, are forefronted.
This session is co-sponsored by the Canadian Society for the Study of Education.