It came on the tailwind of The New York Times publishing the 1619 Project in August 2019, a longform journalism project developed by Nikole Hannah-Jones and writers from The New York Times and its magazine on the 400th anniversary of the arrival of the first enslaved Africans to the English colony of Virginia, although there are records of other enslaved people of African descent in North America since at least the 1500s. It is true that in the 50 years or so since academics and legal scholars have been debating critical race theory, most of us never heard the phrase until May 2020, when George Floyd of Minneapolis, Minnesota, was murdered by police, fostering a summer of Black Lives Matter protests around the country. Education helps us grow, and the more we learn, we can continue to grow.” They helped establish justice, of where we want to go. The amendments to the Constitution show growth. It’s okay to say the country is an experiment that we’re still trying to figure out – it’s okay to make people feel uncomfortable talking about it. The richness adds to all of our lives when we build on this space. We’re missing all these stories, the richness by all these people that don’t look like the people in these textbooks. It hurts all kids when we don’t look at race through a culturally sustaining pedagogy. As long as we continue to look at education and race through a separate lens, we’ll end up with separate and unequal, which is what happened. It does not look at Black, White, Arab, Jew – it lifts up everyone’s story. It’s looking through a multicultural lens. “We don’t need to have separate narratives we’re the United States, yet we’re not united. “The goal of critical race theory is that people existed besides the typical European narrative that we see in text books,” said Truman Hudson, Jr., EdD, instructor, College of Education, Wayne State University.
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