S. Priya Morley

Abstract Despite panicked calls from the right to keep Critical Race Theory (CRT) out of the K–12 classroom, the authors assert that CRT, one of many theoretical frameworks used in ethnic studies, is needed to address the entrenched status quo of well-documented inequity through racism in schooling. Rather than deny CRT is being taught in schools, the authors embrace CRT as a tool to disrupt the myth that educational decisions, policies, and practices are based on objectivity or neutrality.

Abstract A necessary conclusion from Critical Race Theory (CRT) is that Black people cannot look to the law for justice because racism is baked into the law. As a result, the movement for Black liberation cannot rely on the law for just outcomes. This result does not, however, mean that we have to abandon legal interventions altogether. Instead, for those of us who are lawyers working explicitly for Black liberation, we can interact with the law for what it is—a mechanism for moving resources.

A transnational racial justice lens is essential to understand recent Haitian migration through the Americas, but also to develop any future policy responses. Haitian citizens arrive at the Haitian Consulate to try to regularize their documents in September 2021 in Santiago, Chile.