CRITICAL RACE THEORY: A TRANSFORMATIONAL MODEL FOR TEACHING DIVERSITY

Abstract

Rapidly changing demographics in the United States, the 2008 Educational Policy and Accreditation Standards, and recent developments in the literature that question the effectiveness of multiculturalism and cultural competence suggest social work education, research, and practice are in need of a new approach to diversity. In conceptualizing diversity, social workers need to address a broad social context that includes institutional/structural arrangements, recognize the intersection of multiple identities, and integrate an explicit social justice orientation. This article presents critical race theory as a paradigmatic framework that focuses on both institutions and the pain they create for marginalized people. The critique is multidimensional, addressing root causes and personal distress while pursuing transformational change.