The term Critical Race Theory has been bombarding our newsfeeds of late. So what is it and where does our city rate?
Critical Race Theory (CRT) is a way of looking at the United States’s history, social hierarchy, governmental institutions, and legal institutions in terms of how they were influenced and developed by social constructs of race. It has become a hot-button topic recently — so let’s talk about it and its history for a moment.
Charise Cheney, an ethnic studies professor at the University of Oregon, says CRT goes deeper than some seem to believe. It is more of a mode of thinking, a field of studies “that stems from the belief that race is foundational to American legal practices, and that laws in the legal system have been instrumental in creating differences based on race.” CRT has therefore become a critical examination of what needs to change in our country if we are truly going to live up to its proclamation as “the land of the free.”
So what has people so riled up? If it’s a mirror to the experiences of fellow Americans, why has the reaction to students learning about it been greeted with so much vitriol?
CRT in Oregon
According to the Oregon School Boards Association (OSBA), “Critical race theory (CRT) has been around since the 1970s and refers to a broad collection of legal and academic topics that seek to understand and address inequality and racism in the United States.”
Furthermore, it’s generally taught to university-level students, most commonly law students. While many parents across the state have raised concerns over CRT being taught to their children, it is currently not in Oregon’s K-12 curriculum, nor is it included in the state’s education standards.
What is being taught are the honest histories of our state and country. There is a belief that understanding how our country was shaped by racism is absolutely vital for students, BIPOC or otherwise, to grasp the world they live in. This is made more important because of Oregon’s violent racist history, of which many of its residents are unaware.
A Brief History of Oregon and CRT
If you’re one of those who are unaware of the state’s foundation as a white-only state, let’s give a brief refresher.
The first Black exclusion law that appeared in Oregon was passed on July 5, 1843. It stated that all Black Americans who attempted to settle in Oregon would be publicly whipped until they left the state. While it would later be amended on Dec. 4, 1844, the change would simply replace whippings with public labor.
Further laws would prohibit BIPOC Americans from settling in Oregon, owning real estate, making contracts, voting, or using the legal system. Others prevented interracial marriages, instituted taxes on BIPOC citizens, and gifted land only to white Oregonians.
There was, in Benton County, one shining exception to these rigorous laws. Louis Southworth was allowed to live and own land in the late 1800s. However, with the exception of Southworth’s situation, the laws weren’t touched until Sept. 19, 1866, and would remain in the state’s constitution until 1926. In fact, when Oregon became a state in 1859, it was the only state with an Exclusion Law in its constitution.
Why Teach CRT?
“We need teachers that are equipped to handle this and have questioned their own privileges and come with a more informed perspective,” said Cheney. “Teachers need to be more well-informed to teach these histories and be prepared for the backlash and actually be an ally, not shy away from the hostility and attention you may get from parents.”
While she had a great deal to say about the importance of CRT and what it teaches, Cheney was adamant that younger students are often more prepared to learn about this than their parents may think.
“Students are a lot smarter than we give them credit for,” she said. “It’s our responsibility to guide them through social media and misinformation.”
The problem, it seems, is a misunderstanding or fear from parents. “Parents,” Cheney said, “white parents in particular, want to protect their children from having feelings about American history, or feeling as though they’re implicated.”
The goal for CRT is not to teach that white Americans are racist, or responsible for their country’s racist history. Rather, it is meant to show how the history of this country has impacted Black, Indigenous, and People of Color disproportionately to white people, and holds an importance to white students as a means of learning the full, unjust histories of our country in an effort to not perpetuate them.
“Parents [who oppose CRT in schools] aren’t concerned about the experiences of BIPOC students, but rather the slippages of privilege they’re accustomed to,” said Cheney. “Not having to ever have these experiences or feel uncomfortable [is] a daily thing for nonwhite students in these educational spaces.”
And the goal for students of color?
“This can provide an opportunity for BIPOC students to have a voice,” she said, “feeling empowered as if their experiences were heard and seen — validated. How empowering can that be for those students?”
Cheney admits that there may be discomfort for some time around this topic — generally because of our own education and the ways it has programmed us to view such teachings as forbidden. But it’s vital that teachers and those in power learn and embrace CRT in spite of their own discomfort.
CRT in Corvallis
According to Brenda Downum, Communications Coordinator for the Corvallis School District, CRT is not being taught in Corvallis public schools. She claims that it does, however, inform the understanding and work that they do.
“CRT analyzes the impact of racism on the fabric of American life, from law to education,” said Downum. “It’s one of the tools we can use to break down institutional barriers and create access and opportunities that benefit each student.”
According to the Corvallis School District’s Racial Educational Policy from spring of this year, the district is dedicated to, among other things, the following:
- De-centering the dominant narratives that stereotype people of color.
- Honoring the culture, language, existing knowledge, and lived experiences that students bring to the classroom and using it to inform our teaching practice.
- Ensure every student has equitable access to a high-quality, culturally responsive curriculum that includes the multiple perspectives and contributions of other cultures and identities.
- Strengthen employees’ knowledge and skills for eliminating opportunity gaps and other racial disparities, as well as increase their capacity to understand the root causes of oppression.
- Guarantee culturally responsive materials, assessments, and courses that reflect the diversity of our nation and are geared toward the understanding and appreciation of race, ethnicity, gender expression, sexual orientation, culture, socioeconomic status, language, ability, and other attributes that contribute to the uniqueness of each individual.
The policy also states, “Racial educational equity is based on the principles of justice in allocating resources, opportunity, treatment, and success for each student.”
So how will the CSD implement these ideals?
CSD wants to “give every student equitable access to educational resources such as inclusive classroom libraries, academic support, and facilities.” Much of this effort seems to be aimed at students for whom English is not their first language.
They aim to review policies and procedures “with racial educational equity as a priority,” to remedy practices such as assessments which would have racial biases in extracurricular areas, and to recruit “a racially conscious and culturally responsive workforce.” In total, the school district has a list of 11 steps to improve their racial sensitivity and BIPOC student responsiveness.
CSD has also created a list of specific steps to improve race education throughout the schools, beginning with Kindergarten — “Engage in respectful dialogue with classmates to define diversity comparing and contrasting visible and invisible similarities and differences” — through grade 11 — “Examine culturally significant traditions, celebrations, days, and places including those from cultures that are currently and historically marginalized.” The expected outcomes from the various lessons are outlined in the CSD Social Justice Standards.
By Ethan Hauck
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