Critical Race Theory is Not the Enemy. Racism is the Enemy.

The views expressed are those of the author and do not necessarily reflect the views of ASPA as an organization.

By Vanessa Lopez-Littleton
September 12, 2021

Students at a local high school recently defaced, sexualized and brutalized a Black doll during a football game. To add further insult, students posted their brazen acts on an Instagram page (now deleted) contemptuously labeled, “Shaniqua.shs.” I cannot begin to imagine what Black students at that high school must have and continue to experience due to the egregious behavior of their peers. What kind of environment would produce a young person who would fail to recognize the potential harm their actions could cause? 

Let’s be clear; the acts perpetrated by these students are racist and were committed by individuals who do not have love, compassion or care for Blackness. These young people will inevitably show up in college campus classrooms, maybe even public administration classrooms. Those of us who stand in front of these classrooms must have a deep understanding of the root cause of racialized outcomes and be prepared to address issues of race (and racism) and how they manifest in classrooms, affect learning and create a continual stain on United States society. Yet, countless teachers show up for work ill-prepared to engage in difficult dialogues or act in response to racist actions or intercede to abate racialized outcomes. 

The United States does not have a social contract with Black Americans. The founding documents of these United States deemed Black Americans lesser than their white counterparts. The Civil Rights Act of 1964 did much to mandate access to basic rights. Still, it did little to address the sentiment and disdain palpable throughout the country in response to efforts to integrate society. Advancement in a highly racialized society warrants a public sector that recognizes historical and contemporary insults and requires intentional actions undergirded by equity-minded practices. 

Far too often, characteristics of Blackness are viewed as an un-American subculture that fails to assimilate into mainstream society. Blackness is not a monolithic culture, but rather a manifestation of the many ways in which Black folks individually and collectively express themselves. Yet, various aspects of Black culture are threatened by those who attempt to synonymize Blackness with a ghettoized subculture that is the ire of many Americans. Under these auspices, policy and decisionmakers create anti-Blackness policies (e.g., targeting Black hair and styles of dress) and allow discriminatory practices (e.g., names) to persist. As such, policymakers and public sector personnel play a role in how Black folks experience society. From police violence, to racial profiling to seemingly entrenched disparities, real harm is being caused in how public sector personnel conduct themselves and implement public policies. 

The only way to combat egregious behaviors is to address anti-Black racism using theoretical frameworks, such as critical race theory (CRT), which posits that racism is ordinary, not aberrational. Acknowledging racism exists is the only way to challenge dominant paradigms and prevailing thoughts that purport the United States is post-racial or somehow colorblind. As such, there is a much-needed role for teachers at every level (especially in higher education) to be exposed to CRT and its role in presenting counter-narratives that challenge dominant paradigms. 

As an educator, I was introduced to CRT (and LatCrit) so I could develop a deeper connection with my predominantly Latinx students. My journey led me to explore writers such as Paulo Freire, Bell Hooks, Berta Hernandez-Truyol, Gloria E. Anzaldúa, and Kimberlé Crenshaw. Each provided me with a different perspective on how to engage and nurture students from backgrounds dissimilar from my own. I used their writings to enhance my ability to understand the context and experiences of Latinx populations. This commitment to critical consciousness is a perspective every educator needs. From my perspective, if we are unable to experience counternarratives and reject (if we so choose) the premise on which they are formed, we are thwarted in our ability to use education as a tool for liberation. 

I wade in these waters knowing CRT is controversial. But, now is not the time to walk away because the work is too difficult. Now is not the time to seek alternative terminology to appease those who might be offended by the attestation that racism exists. One of the gross misunderstandings associated with CRT is the assignment of blame. CRT does not assign blame for the country’s racist history (that is of little value and besides the point). CRT challenges us to acknowledge the way race has historically and contemporarily played out in the United States. CRT is not the enemy. Racism is the enemy. 

If we are too afraid to call out racism embedded in our many public institutions, we will forever face racialized outcomes where people of the global majority will continually experience disparate outcomes. If we are too afraid to confront racist acts or systems of oppression, we will never get to the root of the problem and our children will continue to demonstrate bias and hatred towards Blackness. 

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Author: Vanessa Lopez-Littleton, Ph.D., RN, is an Associate Professor at California State University, Monterey Bay and Chair of the Health, Human Services, and Public Policy Department. Her research interests include social determinants of health, racial equity, and organizational behavior. She may be reached at [email protected], DrVLoLil.Com or @DrVLoLil

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