Critical Race Theory In Multicultural Education Essay

One of the most heated issues concerning American education today is the impact of No Child Left Behind (NCLB) to K to 12 students. A common challenge is often intertwined in the concept of racial inequality, just in time when the modern time may be calling for multicultural education. In the article by Gloria Ladson-Billings entitled “New Directions in in Multicultural Education”, she discusses first the different definitions of multiculturalism as well as the tensions these descriptions create, and then proceeds to using critical race theory to explain how it can be incorporated fairly and positively in education. Wittily compares multiculturalism education to jazz, Ladson-Billings (2004) firstly argues that the former is just as beautifully

In this way, I consider her explanation based on critical race theory truly commendable because she has expanded what several scholars discussing and debating on NCLB failed to do—or perhaps chose not to address. Incidentally, succeeding scholars remain persistent that this is solely about race. For example, Darling-Hammond (2007) considers NCLB as ironical and that there is clearly an issue on race and inequality. However, there is a little similarity in both of their article in such a way that Darling-Hammond (2007) also opens up about the toothless government in curbing socioeconomic inequality that excludes poor children from opportunities at school. Meanwhile, some scholars have tapped the same racialized issue in a way that is more feverish or passionate. An example of this is the study by Au (2014) where he describes the current U. S education, in particular to the use of high-stakes tests, as a rather legal way to mask “meritocracy, objectivity, and inequality”