I will check it out!

Great question! I need to write about this as I believe my thinking has indeed evolved. I'll try to update with some links or write something fresh when I can!

Thanks for the thoughtful comments. I believe that if the SBDM statute was amended to include equal parent-teacher representation AND a non-parent community representative, then this entire discussion could stay at the local level. I also like the idea of student representation. When I served on the Kentucky Board of Education we approved several SBDM waivers from high schools that wanted to include non-voting student members in their council. To my knowledge no school has officially "adopted" CRT materials. But there's no doubt that teachers are using CRT-inspired materials and there are few ways to know how that is being done or make it more transparent. I wrote more about this here: https://schoolleader.typepad.com/school-leader/2021/06/equity-and-diversity-are-good-crt-is-not.html Finally, I think depending on the author there are some linkages between CRT and culturally responsive teaching practices but here too I think everything comes down to HOW a strategy is being used and with what age level of students. I use Zaretta Hammond's book in one of my classes and find its perspectives very useful, especially for teachers who may not have worked with many diverse learners. But I think it's also possible to use culturally responsive instructional materials that do not rely on - and in fact reject - some of CRT's assumptions. The 1776 Unites materials are a good example: https://projectforeverfree.org/1776-unites-celebrates-black-excellence-and-rejects-victimhood-culture/