It has been over a decade since scholars in education began to apply the CRT framework from legal studies to the complex issues of race and racism in education. Yet, the picture of what it would mean to "do" CRT in educational research remains unclear. This edited volume brings together several scholars from both law and education to provide some clarity on the current status and future directions of Critical Race Theory, answering key questions regarding the "what' and "how" of the application of CRT to education. The contributors to the book return to the roots of CRT, interweaving the legal scholarship from which CRT originated with the new growth of CRT in education. The authors succeed at both pushing the boundaries of race-related theory in education, while at the same time remaining true to the original tenets of CRT in the law. As such, the book can serve as a primer for emerging scholars interested CRT and a reader for established CRT scholars in education and the social sciences.

Although Critical Race Theory (CRT) has been used to analyze difficult issues of race and racism in education for over ten years, the function of CRT in educational research is still not entirely clear. By bringing together the voices of various CRT scholars and education experts, this volume presents a comprehensive chorus of answers to the question of how and why CRT should be applied to educational scholarship. The collected chapters address CRTa (TM)s foundations in legal theory, current applications of CRT, and possible new directions for CRT in education. Appropriate for both students curious about CRT and established CRT scholars, Critical Race Theory in Education is a valuable guide to how CRT can help us better understand and seek solutions to educational inequity.