Critical Race Theory in Education and Qualitative Inquiry

Dados Bibliográficos

AUTOR(ES) L. Parker
AFILIAÇÃO(ÕES) The University of Utah
ANO 2015
TIPO Artigo
PERIÓDICO Qualitative Inquiry
ISSN 1077-8004
E-ISSN 1552-7565
EDITORA Annual Reviews (United States)
DOI 10.1177/1077800414557828
CITAÇÕES 1
ADICIONADO EM 2025-08-18
MD5 f317424e4b016789c6b4b00503bc63bf

Resumo

This introduction presents an overview of the special issue on critical race theory (CRT)/critical race studies (CRS) that appeared in a 2002 issue of Qualitative Inquiry. I then go on to discuss how this new set of articles builds on the previous work of CRT in connection to qualitative studies and explores the racial productivity of choices people of color make in their daily negotiations with each other and White institutions within the context of neo-liberal racism in a postracial society. What is hoped for from this special issue is that a different kind of critical race realism emerges, both in terms of critical research and methodologies as well as acts of progressive change.

Talking About Race

(2008)

The Complexity of Intersectionality

(2005)

Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies: Recognizing Students of Color as Holders and Creators of Knowledge

(2002)

Critical Race Theory and Method: Rendering Race in Urban Ethnographic Research

(2002)

Ferramentas

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