In this article, the authors present a qualitative study focused on preservice teachers employing a framework using tenets of critical race theory (CRT)—permanence of racism, experiential knowledge and counter-storytelling, interest convergence, and critique of liberalism—in literature study. Drawing on critical English education, critical race English education, and CRT, the proposed framework integrates key tenets of CRT with literature in classrooms. Our findings demonstrated engagement by preservice teachers in identification, analysis, and reflection of CRT tenets in texts. This framework has the potential to provide a tool for students and teachers in K-12 schools to connect tenets of CRT to their knowledge of society and race in the texts they read.

在这篇文章中，作者提出了一项定性研究，重点是职前教师在文学研究中采用使用批判种族理论 (CRT) 原则的框架——种族主义的持久性、经验知识和反叙事、兴趣趋同和自由主义批判。借鉴批判性英语教育、批判性种族英语教育和 CRT，拟议的框架将 CRT 的关键原则与课堂文学相结合。我们的研究结果表明，职前教师参与了文本中 CRT 原则的识别、分析和反思。该框架有可能为 K-12 学校的学生和教师提供一种工具，将 CRT 的原则与他们阅读的文本中的社会和种族知识联系起来。