In this article, I discuss the use of a critical race praxis (CRP) and how I applied it in an English Language Arts high school class. I am guided by Yamamoto’s definition of CRP: a critical pragmatic analysis of racial realities and their intersections with other forms of oppression combined with educating for democracy, and organizing for social justice and change. My goal was to heighten students’ racial literacy and their agency to resist other forms of oppression. I conclude the article with an analysis of my practice using CRP and the tenets of critical theory in education.
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