After reading your comment a few times, I still don't see the argument for why it makes sense to partition simply based on race. At best it's a proxy for real personal difficulties, but at worst it's just another top-down cookie cutter model that will precess and oppress the individuals it claims to help.
Anybody that has gone to school or otherwise suffered an institution is keenly aware that the major failure mode of institutions is trying to push top-down models that don't respect the individual details of their members. Taking it as a given that different people have their own individual learning style - why wouldn't we want to, for each individual, determine a teaching approach that best suits them? There will likely be correlation between race and learning style, but why should we take that as a fundamental given and leave behind all of those students who don't fit that simple model?
For example, from page 10 of the pdf you linked:
> Design homework policies that are responsive to the lives of students of color in order to support their learning needs.
Shouldn't homework policies be responsive to all students home lives? What is special about "of color" that makes for a different home life, beyond being correlated to other qualities that would be more appropriate to speak in terms of?
I'll give you that there is an issue of latent racism where a teacher will/may be less understanding to a minority, but it seems like addressing this issue directly makes more sense, rather than thinking it will fall out of some overabstracted general concern. Reading that pdf gives me the same exact feeling I had reading "literature" in college that mostly consisted of ambiguous postmodern rambling, where the only winning move was to regurgitate the themes and phrases the professor themselves had said. Such antirealism is not a foundation for reforming society.
(Having said that, I think this "CRT" political trope is mostly just a bogeyman)
Anybody that has gone to school or otherwise suffered an institution is keenly aware that the major failure mode of institutions is trying to push top-down models that don't respect the individual details of their members. Taking it as a given that different people have their own individual learning style - why wouldn't we want to, for each individual, determine a teaching approach that best suits them? There will likely be correlation between race and learning style, but why should we take that as a fundamental given and leave behind all of those students who don't fit that simple model?
For example, from page 10 of the pdf you linked:
> Design homework policies that are responsive to the lives of students of color in order to support their learning needs.
Shouldn't homework policies be responsive to all students home lives? What is special about "of color" that makes for a different home life, beyond being correlated to other qualities that would be more appropriate to speak in terms of?
I'll give you that there is an issue of latent racism where a teacher will/may be less understanding to a minority, but it seems like addressing this issue directly makes more sense, rather than thinking it will fall out of some overabstracted general concern. Reading that pdf gives me the same exact feeling I had reading "literature" in college that mostly consisted of ambiguous postmodern rambling, where the only winning move was to regurgitate the themes and phrases the professor themselves had said. Such antirealism is not a foundation for reforming society.
(Having said that, I think this "CRT" political trope is mostly just a bogeyman)