{"title":"对抗围绕批判性种族理论的愤怒","authors":"L. Kaplan, W. Owings","doi":"10.1177/01926365211045457","DOIUrl":null,"url":null,"abstract":"National right-wing media and their viewers are alleging that critical race theory (CRT) is “infecting” public school classrooms, fueling an assault on how schools should discuss race, racism, and our nation's history. This turmoil over curriculum and teaching “sensitive” topics is deeply upsetting to teachers. Principals can strengthen their school's climate, shared leadership, and improve instruction and academic success for all students by helping their teachers manage and respond appropriately to parental and community questions about CRT.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":"{\"title\":\"Countering the Furor Around Critical Race Theory\",\"authors\":\"L. Kaplan, W. Owings\",\"doi\":\"10.1177/01926365211045457\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"National right-wing media and their viewers are alleging that critical race theory (CRT) is “infecting” public school classrooms, fueling an assault on how schools should discuss race, racism, and our nation's history. This turmoil over curriculum and teaching “sensitive” topics is deeply upsetting to teachers. Principals can strengthen their school's climate, shared leadership, and improve instruction and academic success for all students by helping their teachers manage and respond appropriately to parental and community questions about CRT.\",\"PeriodicalId\":39340,\"journal\":{\"name\":\"NASSP Bulletin\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"NASSP Bulletin\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/01926365211045457\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"NASSP Bulletin","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/01926365211045457","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
National right-wing media and their viewers are alleging that critical race theory (CRT) is “infecting” public school classrooms, fueling an assault on how schools should discuss race, racism, and our nation's history. This turmoil over curriculum and teaching “sensitive” topics is deeply upsetting to teachers. Principals can strengthen their school's climate, shared leadership, and improve instruction and academic success for all students by helping their teachers manage and respond appropriately to parental and community questions about CRT.
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