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IN THIS EPISODE
In recent years, there has been growing opposition to critical race theory (CRT), diversity, equity, and inclusion (DEI), and imposed book bans as some individuals are unwilling to acknowledge the impact of our country’s racist history on the present. This cultural flashpoint has affected various aspects of American life, including the workplace and education, with education being the focus of today’s discussion. Renowned for her work in culturally-relevant teaching, Gloria Ladson-Billings’ many efforts have led to new models for examining ways to reduce academic disparity between mainstream and minority students. Gabrielle David will interview Ladson-Billings about the current push to ban CRT and erase Black history and culture from school curricula. They will discuss the advantages of providing honest and inclusive education for all students, such as improved learning, cultural understanding, and critical thinking skills, as well as potential approaches to achieve this goal. They will also talk about Ladson-Billings’ latest book, Justice Matters (2023)

“I fear that ‘social justice’ has become kind of a buzzword that we use to suggest we are serious about confronting disparity, racism, sexism, heterosexism, able-ism, and other forms of human asymmetry and the lack of equity or equality.”

—Gloria Ladson-Billings, Justice Matters (2023)

BIO
Gloria Ladson-Billings is an educator, pedagogical theorist and scholar recognized for her work in culturally relevant pedagogy, critical race theory, and the impact of systemic racism and economic inequality on educational opportunities. She is Emerit Kellner Family Distinguished Professor of Urban Education at the University of Wisconsin, Madison. Ladson-Billings became the first African American woman to become a tenured professor in UW–Madison’s School of Education in 1995, and is also affiliated with various academic institutions and organizations. Her research focuses on effective teaching practices for African American students and applying CRT in education. She has authored six acclaimed books, received numerous accolades and honors for her contributions to the field of education, and recognized for her distinguished research. Her scholarly awards include the H.I. Romnes Faculty Fellowship, the NAEd/Spencer Postdoctoral Fellowship, and the Palmer O. Johnson Outstanding Research Award. During the 2003-2004 academic year, Ladson-Billings was a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University. In 2004, she received the George and Louise Spindler Award from the Council on Anthropology and Education for significant and ongoing contributions to educational anthropology. In 2018, she received the AERA Distinguished Research Award, and was elected to the American Academy of Arts & Sciences. Ladson-Billings obtained her BS in education at Morgan State University, her MEd in Curriculum and Instruction at the University of Washington, and her PhD in Curriculum and Teacher Education at the Stanford Graduate School of Education.

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