Through the Prism of Critical Race Theory:<i>Niceness</i>and Latina/o Leadership in the Politics of Education

Abstract

Utilizing a critical race theory (CRT) framework, I conduct a rhetorical and discursive analysis of data from a study of Utah Latino/a educational and political leaders. In analyzing how participants advocate closing the achievement gaps that affect Latina/o and Chicana/o students, I find that participants' political discourse is shaped by concepts such as “niceness,” “respect,” and “decorum,” which ultimately limits their critique and silences the experiences of students in their communities. I argue that CRT scholarship and practice frameworks play a vital role in enacting socially just policies and preparing educational leaders to engage critically in the politics of education.