InterActions: UCLA Journal of Education and Information Studies

Researchers who produce social-justice scholarship often situate their studies within frameworks that examine the nexus of race, ethnicity, gender, socio-economic status, and history. Across disciplines, such scholars will use the tools of Critical Race Theory to analyze how various social systems in the U.S. legitimize oppressive structures as a strategy for upholding white supremacy. In the field of Education, Critical Race scholarship is vibrantly expanding as it continues to interrogate how racialized educational inequities are created and sustained both temporally and socially. However, CRT scholars in Education have yet to systematically examine the intersections of race, power, and privilege while interrogating geographies that perpetuate inequities within various educational settings.

The editors of Critical Race Spatial Analysis: Mapping to Understand and Address Educational Inequity respond to this gap as they offer an anthology that bridges the fields of spatial studies, geography, and CRT in Education. This collection, edited by scholar Deb Morrison, Subini Ancy Annamma, and Darrell D. Jackson, engages a discussion on how race, racism, and white supremacy are intricately connected to educational geographies and social spaces.  The work of an interdisciplinary set of junior and senior scholars from various fields of study featured in this work ultimately interrogates geographies of racialized oppression by using a Critical Race Spatial Analysis (CRSA) lens and inform larger understandings of race, space, and education.