This article utilizes Critical Race Theory (CRT) to interrogate school library practices and school librarian belief systems as they relate to serving urban youth of color. The author offers several area for interrogation including: 1) disrupting cultural deficit views; 2) honoring students voices and life experiences; 3) recognizing structural inequalities; and 4) understanding whiteness. This work has implications for helping school librarians develop the cultural sensitivities and dispositions necessary for creating library programs that support and affirm urban youth of color.
Bilingual, Multilingual, and Multicultural Education | Library and Information Science
Kumasi, K. (2012). Roses in the concrete: A critical race perspective on urban youth and school libraries. Knowledge Quest, 40(5), 32-37.