This Forum discusses the affordances and constraints of applying critical race theory (CRT) to the Chinese educational context. In "CRT as a Heuristic for Understanding Educational Inequality: How CRT Is Conceptualised in the United States," Gang Zhu delineates the social and theoretical backgrounds related to CRT, and its fundamental tenets. Zhengmei Peng subsequently reviews the representative theoretical constructs pertinent to CRT, including: (1) community cultural wealth; (2) funds of knowledge; (3) culturally responsive pedagogy; and (4) authentic care in education. In the third contribution to the Forum, "The Facilitative Factors of Applying CRT in Chinese Education: Four Illustrative Cases," Xueyan Hu analyses the possibility of extending CRT to the Chinese educational milieu, focusing on: (1) the consistently low performance of Chinese rural education; (2) the limited educational opportunity for rural migrant workers' children; (3) Chinese ethnic minority students' cultural and educational adaptation to mainstream Chinese Han schools; and (4) the newly emerging gender disadvantaged group, boys in rural Chinese schools. Finally, in "The Challenges of Extending CRT to China: The Limitations of the Theoretical Translation," Shaoping Qu describes the potential challenges associated with applying CRT to Chinese settings, including: (1) the different sociocultural contexts associated with CRT; (2) the tensions inherent in educational theory transfer; and (3) the challenge of developing new CRT methodology.