The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
What ’s Race Got to Do With It? Critical Race Theory’s Conflicts With and Connections to Qualitative Research Methodology and Epistemology
Abstract
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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Citations
Cites
Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research
Solórzano, D. G., & Yosso, T. J. (2002) · Qualitative Inquiry · doi:10.1177/107780040200800103 · Cited by 4,257
Critical Race Theory: The Key Writings That Formed the Movement
Caldwell, V. F., & Crenshaw, K. W. (1996) · Columbia Law Review · doi:10.2307/1123408 · Cited by 3,897
Toward a Critical Race Theory of Education
Ladson-Billings, G., & Tate, W. F. (1995) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146819509700104 · Cited by 3,881
Storytelling for Oppositionists and Others: A Plea for Narrative
Delgado, R. (1989) · Michigan Law Review · doi:10.2307/1289308 · Cited by 1,939 · cited 7×
“Harris, 1994) but also through the legitimating of narrative and storytelling that present a different interpretation of how the law has been used to justify an ideology of racism against persons of color (Delgado, 1989). The theory serves an important role because the storytelling constitutes an integral part of hist…”
BackgroundInfluentialSolorzano, D. G. (1998) · International Journal of Qualitative Studies in Education · doi:10.1080/095183998236926 · Cited by 1,132 · cited 1×
“This is very similar to articles by Solórzano (1998), Gonzalez (1998), Tanaka and Cruz (1998), and others in this issue (for example, Fernandez, 2002 [this issue]).”
Result
Cited by
Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen
Milner, H. R. (2007) · Educational Researcher · doi:10.3102/0013189x07309471 · Cited by 1,714
And we are still not saved: critical race theory in education ten years later
Dixson, A. D., & Rousseau, C. K. (2005) · Race Ethnicity and Education · doi:10.1080/1361332052000340971 · Cited by 695
The (Racially Neutral) Politics of Education: A Critical Race Theory Perspective
López, G. R. (2003) · Educational Administration Quarterly · doi:10.1177/0013161x02239761 · Cited by 559
Culturally Sensitive Research Approaches: An African-American Perspective
Tillman, L. C. (2002) · Educational Researcher · doi:10.3102/0013189x031009003 · Cited by 498
(2013) · doi:10.3102/0091732x12464032 · Cited by 477
Metadata
- Authors
- Parker, L., & Lynn, M.
- Venue
- Qualitative Inquiry
- Publisher
- SAGE Publications
- Published
- 2002-02-01
- Volume
- 8
- Issue
- 1
- Pages
- 7-22
- ISSN
- 1077-8004 (ISSN-L)
- 0000-0000
- OpenAlex
- W1979770072
- Cited by
- 533
- References
- 5
- FWCI
- 22.13
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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