What's Race Got to Do With It? Critical Race Theory's Conflicts With and Connections to Qualitative Research Methodology and Epistemology

Dados Bibliográficos

AUTOR(ES) L. Parker , Maria Lynn
AFILIAÇÃO(ÕES) University of Illinois At Urbana-Champaign, University of Maryland School of Medicine
ANO 2002
TIPO Artigo
PERIÓDICO Qualitative Inquiry
ISSN 1077-8004
E-ISSN 1552-7565
EDITORA Annual Reviews (United States)
DOI 10.1177/107780040200800102
CITAÇÕES 8
ADICIONADO EM 2025-08-18
MD5 263cd076ef18cce6ba304269b0333312

Resumo

This article will provide the theoretical and conceptual grounding for forthcoming discussions regarding how critical race theory (CRT), as a discourse of liberation, can be used as a methodological and epistemological tool to expose the ways race and racism affect the education and lives of racial minorities in the United States. To that extent, the goal is threefold. First, the authors seek to adequately define CRT by situating it within a specific socio-historical context. Second, they seek to present an argument for why there is a need for CRT in educational and qualitative research. In doing so, they discuss the ways concerns regarding race and racism have or have not been addressed previously in educational research. Finally, they speculate about what lies ahead. In doing so, they fully assess the possible points of agreement and conflicts between CRT and qualitative research in education.

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Using Critical Race Theory, Paulo Freire's Problem-Posing Method, and Case Study Research to Confront Race and Racism in Education

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Telling Stories About School: Using Critical Race and Latino Critical Theories to Document Latina/Latino Education and Resistance

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Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research

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Ferramentas

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