2020/06/05 by Christopher L. Busey, Chonika Coleman‐King, Chonika Coleman-King
Social Sciences · #Critical Race Theory in Education #Education Discipline and Inequality #Global Education and Multiculturalism
paper · doi:10.1177/0042085920927770
crossref issued 2020/06/05 · crossref published 2020/06/05 · crossref published-online 2020/06/05 · openalex publication_date 2020/06/05 · crossref created 2020/06/05 · crossref published-print 2023/07/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/08/02 · openalex updated_date 2026/08/02
As demonstrated through the disregard for Black humanity and respondent Black social movements throughout Latin America, anti-Black systemic racism is a transnational phenomenon birthed from global White supremacy. Across the Americas, the hemispheric parallels undergirding collective resistance to anti-Black racism and state-sanctioned violence lend themselves to multifaceted interdisciplinary scholarly examinations. Using transnational anti-Black racism in Latin America as a point of departure, we advance a theorization of critical race theory in education capable of interrogating racist structures of coloniality, modernity, and White supremacy that operate globally to suppress Black humanity and humanness in general. To that extent, we draw from and reposition critical race theory (CRT) from its sociohistoric heritage in the United States and instead conceptualize transnational anti-Black racism vis-à-vis a Black Diaspora reading of CRT. Finally, we return to education as a key site of contestation for transnational anti-Black racism and draw implications for the meaning of this global theorization of CRT in urban education, praxis, and educational research. We end by charting new and old directions for CRT in educational research.