Dead Prez: The Critical Race Theory

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The Critical Race Theory is the theory that racism is just the way things are in society. It is the theory that racism is akin to smog, we breathe it in and out every day, without a second thought. There are five parts to the Critical Race theory. One, that race is not a biological construct, but a social one. Two, that racist behavior is not an aberration; it is very much a normal practice within American society. Three, storytelling allows for those who are disenfranchised within society to have a voice. Four that elites will only act against racist behavior when they can see that it will benefit themselves. And the fifth is that people have intersecting identities. Identities are things such as race, class, gender, religion, ability, age…show more content…
The lyrics show just how normal racist behavior is in society, and just how apparent it is in the educational system. Dead Prez says, “front row, every day of the week, third period, fuckin with the teachers had, callin ‘em racist, I tried to show them crackers some light, they couldn’t face it” (Dead Prez). It goes on to give a voice to these students who are some of the most marginalized peoples in America. For it says, “my people need freedom, we tryin’ to get all we can get, All my high school teachers…tellin’ me white man lies straight bullshit...Aint teachin us how to get crack out the ghetto, they aint teachin us how to stop the police from murdering us and brutalizing us…” (Dead Prez). Furthermore, the article “Still Separate, Still Unequal” by Jonathan Kozol explains that even though there are no more laws against school segregation, there is still just as much segregation as when there was a law on the books. Since many schools are still extremely segregated, the type of education these students receive is often in stark contrast to the education students who go to private schools all their lives. In Kozul’s article, he describes how disheartening it is to visit schools like “Martin Luther King Jr. and Thurgood Marshall…that bear their names, or names of other honored leaders of the integration struggles that produced the temporary progress that took place in the three decades after Brown v. Board of Education, to find out how many of these schools are bastions of contemporary segregation” (Kozul

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