Critical Race Theory in English Language Education

Eser Ordem, Omer Gokhan Ulum, Mustafa Ahmet Cebeci


Racism is still exercised in various social, political and academic spheres and remains to be deconstructed by constituting new discourses. One of these deconstructive discourses has been critical race theory which can be regarded as a productive realm where the oppressed individuals or communities have found the opportunity to address socio-political issues and take collective action where necessary. This study aims to incorporate critical race theory, critical antiracist pedagogy, radical pedagogy, critical consciousness and critical resistance into ELT, EFL and ESL settings and curricula since whiteness and white supremacy have been the dominant discourses in the west perceiving whiteness as Self and blackness as Other.  A civil society organization, The Critical Resistance Organization, shown as an example of collective action, was introduced to emphasize how the black movement could produce meaningful changes in a given society. ELT departments in Turkey can adopt an inclusive educational policy and radical pedagogy by taking the issue of racism into consideration to open room for a more liberal, equal and just society. The normalizing discourses regarding whiteness ought to be criticized and displaced by adopting the tenets of critical race theory.

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International Journal of Higher Education
ISSN 1927-6044 (Print) ISSN 1927-6052 (Online) Email:

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