The Continuing, Resistance Popularity of Critical Race Theory- Informed Pedagogy

Authors

Kaavonia Hinton, Old Dominion UniversityFollow
Karen Chandler, University of Louisville

Document Type

Article

Publication Date

2025

DOI

10.58680/ej2025114424

Publication Title

English Journal

Volume

114

Issue

4

Pages

24-31

Abstract

The article focuses on the ongoing commitment of educators to incorporate critical race theory (CRT)–informed pedagogy in English classrooms despite legislative efforts to suppress it. Topics include the historical and political context of anti-CRT policies, the personal and professional responses of educators to these restrictions, and student-centered strategies used to navigate and resist such limitations in meaningful and legally cautious ways.

Rights

© 2025 by the National Council of Teachers of English. All rights reserved.

Included with the kind written permission of the copyright holder.

ORCID

0000-0002-2326-3984 (Hinton)

Original Publication Citation

Hinton, K., & Chandler, K. (2025). The continuing, resistant popularity of critical race theory- informed pedagogy. English Journal, 114(4), 24-31. https://doi.org/10.58680/ej2025114424

Repository Citation

Hinton, Kaavonia and Chandler, Karen, "The Continuing, Resistance Popularity of Critical Race Theory- Informed Pedagogy" (2025). Teaching & Learning Faculty Publications. 285.
https://digitalcommons.odu.edu/teachinglearning_fac_pubs/285