Daniella Ann Cook is Associate Professor in the Department of Teacher Education (TE) at the University of South Carolina, USA.

Nathaniel Bryan is Associate Professor in the Department of Curriculum and Instruction at the University of Texas-Austin, USA.

Introduction:Critical Race Theory, Classroom Practice, and Building a Just Future

Part I CRT Practices in Early Childhood and Elementary Classrooms

1. "We Make Some Woke Kids": Using Critical Race Theory to Revolutionize the Elementary Curriculum

2. America's Long History of Racializing Epidemics: CRT Critique and Lesson for Elementary Classrooms

Part II CRT Practices in Middle & Secondary Classrooms

3. Coloring in the Lines: Critical Race Possibilities for Civics in the Middle Level World History Classroom

4. Critical Race Theory in the Spanish Classroom

5. Developing Racial Literacy with Youth through Critical Race English Education in Secondary English Language Arts Classrooms

6. Doing Better: Teaching Science for Critical Race Consciousness and Counterstorytelling

7. Centering the Histories, Experiences, and Narratives of Communities of Color Through a Social Studies Counternarrative: Within Secondary and Teacher Education

8. Looking to the Past for a More Just Future: Black Mathematics Teacher Practices, Critical Race Theory, and the Secondary Mathematics Classroom

9. Testimonio Art as Critical Praxis: Embodied Counter-Storytelling in an Art Classroom

Part III Implications of Informal Learning Spaces for Formal Classroom Spaces

10. Beyond Out of School to In School Learning Contexts: The Transformative Possibilities of Using CRT with Young Learners

11. The Black Girl Gaze in Middle School Mathematics Spaces

12. Social Studies Teacher Coaches Matter: Reading, Discussing, and Writing about Narratives of Race and Racism in the Social Studies and Sport

Conclusion: From Bad Faith to Good Faith: An Altar Call to Teach Truth

This edited book shows how Critical Race Theory (CRT) can shape teacher practices in ways that improve educational outcomes for all children, especially those most marginalized in PreK-20 classrooms.