Proposal Guidelines

Thank you for your interest in submitting a proposal for the Critical Race Studies in Education (CRSEA) conference! As you prepare your submission materials, we hope the following information and resources will aid you in crafting and submitting a successful proposal for our next conference!

We welcome proposals that are guided by tenets of CRT, which may include:

  • Racial realism
  • Interest convergence
  • Whiteness as property
  • Intersectionality
  • (Counter)storytelling
  • Critique of (neo)liberalism

We also welcome proposals that are informed by other critical theoretical frameworks including (but not limited to) Critical Race Feminism, Critical Race Praxis,  DisCrit, TribalCrit, LatCrit, and LangCrit.

CRSEA Conference 2023 Submission Information

We invite proposals of no more than 500 words directly connected to the call and conference foci. We strongly encourage interactive presentations/creative proposals that identify, uncover, challenge and resist examples of systemic racism/white supremacy in the pursuit of social justice within and surrounding educational, political and community environments. In addition to addressing the theme of the conference, proposals should address one of the following relevant themes: 

  • Imperialism and Colonialism and its Impact on K -12 Youth. Governmental policies and educational policies that are intimately linked to the problematic goal of assimilation.
  • Youth Resistance and Radicalism (P-20): Relevant submissions include discussion, analysis/research centering the experiential knowledge and voices of youth of color, advancing knowledge of pedagogies of resistance/organizing amongst, and in relation to youth of color in schools, communities, etc.
  • Community Driven Politics: Relevant submissions include grassroots organizing and political education in various forms.
  • Spatial Geography’s role in racial realism: Relevant submissions include analysis/research highlighting the various manifestations of racism/white supremacy functioning in different geographical places and spaces; specifically, the consideration of connections amongst a myriad of topics/movements (e.g. coalitions amongst groups such as Black Lives Matter and Indigenous peoples; recent Black-Asian solidarity organizing happening in Oakland, CA and elsewhere).
  • Identity and/or Respectability Politics: Relevant submissions include analysis/research that centers Testimonios and Storytelling from a myriad of disciplines/fields and their connection to, and influence on political and/or educational discourse and praxis from various positionalities shaping politics and education.
  • Political Economies of Higher Education: Relevant submissions include a discussion/analysis of the manifestations, intersections, and nuances of Race, Class, Gender, Sexuality, Language, Ability, Citizenship, etc. within institutions of higher education.
  • Transformational Politics: Relevant submissions include a discussion/analysis of Teacher Pedagogy and Praxis; interdisciplinary and discipline-specific proposals welcomed.

Proposals will be evaluated on the following:

Technical Quality: The ideas addressing theory, practices, and/or methods in critical race studies in education are clear.

Analysis: The proposal clearly demonstrates the author is centering race as the primary mode of analysis, with key principles, concepts and methods connected to critical theories of race, including, but not limited to critical race theory. There are clear linkages between the information and the question/topic under consideration.

Innovativeness and Impact: Proposal submitted has the potential to introduce and/or promote the development of new ideas, practices, methods, praxis and/or the acquisition of new skills and knowledge for conference attendees.

NOTE: Accepted proposals can be placed on a panel or roundtable session depending on the number of proposals received within each thematic strand.

*Please note that due to limited presentation slots, we cannot accept proposals for formats such as panels or symposia. In addition, we will not review submissions from authors whose names appear on more than two (2) research proposals as sole or lead/first-author. We ask that each paper is only submitted to one topic stand. CRSEA will not request for you to submit a full paper prior to the conference, though we hope that your proposal submission will eventually become a publication.

Proposal Development Resources

Bell, D. (1992). Faces at the bottom of the well. New York: Basic Books.

Bell, D. (1987). And we are not saved: The elusive quest for racial justice. New York: Basic Books.

Bell, D. (1980). Brown and the interest-convergence dilemma. In D. Bell (Ed.), Shades of Brown: New perspectives on school desegregation (pp. 90-106). New York: Teachers College Press.

Bonilla-Silva, E. (2018). Racism without racists: Color-blind racism and the persistence of racial inequality in America. Rowman & Littlefield.

Crenshaw, K. (1988). Race, reform, and retrenchment: Transformation and legitimation in anti-discrimination law. Harvard Law Review, 101(7), 1331-1387.

Crenshaw, K., Gotanda, N., Peller, G., & Thomas, K . (Eds.) (1995). Critical race theory: The key writings that formed the movement. New York: Free Press.

Delgado, R. (Ed.). (1995). Critical race theory: The cutting edge. Philadelphia: Temple University Press.

Delgado, R. (1991). Brewer’s plea: Critical thoughts on a common cause. Vanderbilt Law Review, 44, 1-14.

Delgado, R. (1990). When a story is just a story: Does voice really matter? Virginia Law Review, 76, 95-111.

Delgado, R. (1989). Symposium: Legal storytelling. Michigan Law Review, 87, 2073.

Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7-24.

Ladson-Billings, G. (1995). “But that’s just good teaching!” The case for culturally relevant teaching. Theory Into Practice, 34, 159-165.

Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97, 47-68.

Omi, M., & Winant, H. (1993). Racial formation in the United States from the 1960s to the 1990s (2nd ed.). New York: Routledge.

Parker, L. (1998). ‘Race is race ain’t’: An exploration of the utility of critical race theory in qualitative research in education. International Journal of Qualitative Studies in Education, 11(1), 43-55.

Parker, L. & Lynn, M. (2002). What’s race got to do with it? Critical race theory’s conflicts with and connections to qualitative research methodology and epistemology. Qualitative Inquiry, 8(1), 7-22.

Solórzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 69(1), 60–73.

Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44.

Yosso, T. J. (2006). Critical race counterstories along the Chicana/Chicano educational pipeline. RoutledgeYosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91.