Amanda Bradbury’s (2020) article, “A critical race theory framework for education policy analysis: The case of bilingual learners and assessment policy in England”, advocates for a critical examination of education policies through a CRT lens to address and dismantle systemic racism in the educational system. Applying a critical race theory (CRT) framework, it emphasises the importance of considering systemic inequalities and the experiences of marginalised groups. More specifically, the paper examines the educational experiences of bilingual learners, who often face unique challenges due to language barriers and cultural differences, and how assessment policies impact their learning experiences.
These policies often favour monolingual English speakers and may not adequately account for the diverse linguistic backgrounds of students. Bradbury argues that current assessment policies contribute to the marginalisation of bilingual learners reinforcing existing racial inequalities and calls for more equitable approaches that recognise and value linguistic diversity.
The study suggests that policymakers should adopt a CRT perspective to develop more inclusive and fair assessment practices. This includes considering the specific needs and strengths of bilingual learners.
Garrett (2024) investigates how racism influences the career trajectories and future aspirations of racialised minority PhD holders in UK higher education. The author uses critical race theory (CRT) to analyse the systemic nature of racism and its impact on career progression, highlighting the pervasive impact of racism on the career paths of racialised minority PhDs in UK higher education and calling for comprehensive strategies to address these inequities.
The study identifies systemic barriers that racialised minority PhDs encounter, such as biased recruitment practices, lack of mentorship, and limited access to professional networks. These barriers result in slower career progression and higher attrition rates among racialised minority academics. The analysis considers how intersections of race, gender, and other identities compound the challenges faced by racialised minority PhDs. The findings suggest that addressing racial inequalities in higher education requires systemic changes at both institutional and policy levels. This includes developing inclusive policies, promoting diversity in hiring, and creating a more supportive academic environment.
Both Bradbury’s (2020) and Garrett’s (2024) articles have resonated with me as they directly relate to my own positionality as academic as well as a student and PhD researcher. Their application of CRT helps me acknowledge and articulate my own experience as a professional, as a teacher and as a learner, and better empathise with others at similar – as well as totally opposite –places in relation t the matter of race and bilingualism. It has help me acknowledge how certain challenges I once assumed as personal and individual to me are in fact systemic factors that require structural change. Addressing racial inequalities in the context of higher education involves challenging not only the policies and practices that run the academia, but also promoting and encouraging a different way of understanding the industry and the world for which we educate and prepare new professionals for: advocating for equity, providing academic support to set and achieve unbiased and unconstrained career expectations.
As represented in Channel 4 (2020) “The School That Tried to End Racism” video, that would mean to provide an academic environment that help ensure everyone starts the race at the same start line towards their own unrestrained goals.
In my teaching context at UAL, I aim to Incorporate critical race theory (CTR) and other frameworks that examine the intersections of race, power, and integrate diverse perspectives and voices into the curriculum, ensuring representation of marginalised groups. This is not just from a content perspective, but truly embedding anti-racist speech and values in my teaching practice, addressing and challenging racial biases and stereotypes while staying aware of generalised intersectional challenges that emerge from structural inequality and require supportive policies and practices at institutional -and societal- level.
References
Bradbury, A., 2020. A critical race theory framework for education policy analysis: The case of bilingual learners and assessment policy in England. Race Ethnicity and Education, 23(2), pp.241-260.
Channel 4. (2020) The School That Tried to End Racism. [Online}. Youtube. 30 June. Available at: https://www.youtube.com/watch?v=1I3wJ7pJUjg
Garrett, R. (2024). Racism shapes careers: career trajectories and imagined futures of racialised minority PhDs in UK higher education. Globalisation, Societies and Education, pp.1–15.
Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7-24.
Orr, J. (2022) Revealed: The charity turning UK universities woke. The Telegraph [Online]. Youtube. 5 August. Available at: https://www.youtube.com/watch?v=FRM6vOPTjuU
Sadiq, A. (2023) Diversity, Equity & Inclusion. Learning how to get it right. TEDx [Online}. Youtube. 2 March. Available at: https://www.youtube.com/watch?v=HR4wz1b54hw
Sue, D. W., & Sue, D. (2012). Counselling the culturally diverse: Theory and practice (6th ed.). John Wiley & Sons, Inc.
Hi Sonia, Another great Blog post.
Your discussion on how these readings resonate with your own experiences as an academic, student, and researcher is powerful. It underscores the importance of recognising that many challenges we face are systemic rather than personal. I particularly appreciate your commitment to incorporating CRT and diverse perspectives into your teaching at UAL and will be doing the same as feel if we all take accountability we can have an impact on the systemic injustices we see. Creating an academic environment that truly embeds anti-racist values and supports marginalised groups is crucial for fostering equity.
Something you could consider going forward could be how you plan to further implement these frameworks in your curriculum and teaching practices?
James