CRiT walking in higher education: activating critical race theory in the academy

Abstract

In this article, the authors introduce the epistemological concept of CRiT walking based on critical race theory (CRT). Using performance methodology, an operational extension of critical race theory is introduced as a CRiT walk through academic neighborhoods. The authors recommend openly questioning the structural inequities deeply embedded within the academy. In so doing, they take a metaphoric walk through several ‘gated communities’ of higher education. The authors employ inter‐story dialogue, humor, healthy skepticism, and critical reflexivity to highlight typical struggles that many faculty of color confront in the academy. Lastly, the article interrogates assumptions of the higher education enterprise and argues for faculty agency in pursuing their authentic voices despite the pressures of hegemonic policies and practices.