Critical Race Theory And Education: A Marxist Response by M. ColeCritical Race Theory And Education: A Marxist Response by M. Cole

Critical Race Theory And Education: A Marxist Response

byM. Cole

Paperback | May 19, 2009

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Critical Race Theory (CRT) in the realm of Education has a long history in the US, and is now a bourgeoning field of enquiry in the UK. Critical Race Theory and Education is the first book-length response to CRT from a Marxist perspective. It looks at CRT’s origins in Critical Legal Studies, the varieties of CRT, critiques the work of major US and UK Critical Race Theorists and also looks at some of CRT’s strengths. CRT and Marxism are contextualized with respect to both neo-liberal global capitalism and imperialism and to antiracist socialist developments in South America. The book concludes with some suggestions for classroom practice

 

Cole's recent article in Times Higher Education:

Mike Cole is Research Professor in Education and Equality, Head of Research and Director of the Centre for Education for Social Justice at Bishop Grosseteste University College Lincoln, UK. He is the author of Marxism and Educational Theory: Origins and Issues, (2008), and the editor of Professional Attributes and Practice for Student...
Title:Critical Race Theory And Education: A Marxist ResponseFormat:PaperbackDimensions:212 pages, 9.02 × 5.98 × 0 inPublished:May 19, 2009Publisher:Palgrave Macmillan USLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0230613357

ISBN - 13:9780230613355

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Table of Contents

Critical Race Theory: Origins and Varieties * White Supremacy and Racism; Social Class and Racialization * The Strengths of CRT * Multicultural Education and Antiracist Education in the United States and the United Kingdom * CRT Comes to the United Kingdom: A Critical Analysis of David Gillborn's Racism and Education * Neoliberal Global Capitalism and Imperialism in the Twenty-first Century * Marxism and Twenty-first Century Socialism * CRT and Marxism: Some Suggestions for Classroom Practice

Editorial Reviews

"Through an insightful and provocative analysis, Cole offers a bold interrogation into the ideological underpinnings of CRT, as well as a clear and useful alternative based on recent developments in Marxist theory. Critical Race Theory and Education is sure to spark renewed transatlantic debates regarding 'race' not only within education, but also other fields of study, where a 21st Century understanding of racism is imperative to the transformation of material conditions of inequality and the destructive impact of global capital." - Antonia Darder and Rodolfo D. Torres, authors of After Race: Racism after Multiculturalism "Any movement would be fortunate to have the meticulous but wide-rangingcriticism that Cole offers.This volume is a welcome contribution that comes at an especially good time, as critical race theory jumps the Atlantic and expands into fields outside law, such as education." - Richard Delgado, University Professor of Law, Seattle University; author of Critical Race Theory: An Introduction and The Rodrigo Chronicles "Stories make up the substance of theory; they elucidate theory in ways that are compelling and comprehensible. Cole proves to be an effective storyteller. Cole offeres a direct interrogation of critical ract theory (CRT) from a Marxist perspective and makes a signficant contribution to the dialogue concerning race, class, and education." - P.S. Kelly, Choice "Cole's book Critical Race Theory and Education: A Marxist Response is a valuable contribution to the ongoing debates regarding racism. . . . One of the main features of the book is that it critically discusses theoretical approaches regarding race and racism while at the same time giving examples from real life, thus enabling the reader to draw links between theory and practice; these examples relate to classroom practice and pedagogy as well as state policies. . . . Cole's book is a very well articulated volume and addresses a wide audience, embracing university students, academics, and practitioners." - Maria Papapolydorou, Institute of Education, University of London