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Cited by 1,524Critical Race Theory in EducationFeminist Epistemology and Gender StudiesDecolonial Thought and Epistemologies

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

Bernal, Dolores Delgado·2002·Qualitative Inquiry
DOI 10.1177/107780040200800107
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Abstract

For too long, the histories, experiences, cultures, and languages of students of color have been devalued, misinterpreted, or omitted within formal educational settings. In this article, the author uses critical race theory (CRT) and Latina/Latino critical theory (LatCrit) to demonstrate how critical raced-gendered epistemologies recognize students of color as holders and creators of knowledge. In doing so, she discusses how CRT and LatCrit provide an appropriate lens for qualitative research in the field of education. She then compares and contrasts the experiences of Chicana/Chicano students through a Eurocentric and a critical raced-gendered epistemological perspective and demonstrates that each perspective holds vastly different views of what counts as knowledge, specifically regarding language, culture, and commitment to communities. She then offers implications of critical raced-gendered epistemologies for both research and practice and concludes by discussing some of the critiques of the use of these epistemologies in educational research.

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Registry

Crossref · 10.1177/107780040200800107

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77 of 77 references verified0 citation errors · 0 not checkable

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Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • CRT recognizes that the experiential knowledge of People of Color is legitimate, appropriate, and critical to understanding, analyzing and teaching about racial subordination.

    “CRT recognizes that the experiential knowledge of People of Color is legitimate, appropriate, and critical to understanding, analyzing and teaching about racial subordination (Delgado Bernal, 2002).”

    From Whose culture has capital? A critical race theory discussion of community cultural wealth (2005) · cites this paper as Delgado Bernal, 2002

  • Looking through a CRT lens, the cultures of Students of Color can nurture and empower them.

    “Looking through a CRT lens, the cultures of Students of Color can nurture and empower them (Delgado-Gaitan, 2001; Delgado Bernal, 2002).”

    From Whose culture has capital? A critical race theory discussion of community cultural wealth (2005) · cites this paper as Delgado Bernal, 2002

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Authors
Bernal, D. D.
Affiliations
University of Utah (US)
Corresponding author
Bernal, Dolores Delgado
ORCID
Bernal, Dolores Delgado
Venue
Qualitative Inquiry
Publisher
SAGE Publications
Published
2002-02
Volume
8
Issue
1
Pages
105-126
ISSN
  • 1077-8004 (ISSN-L)
  • 1552-7565
DOI
10.1177/107780040200800107
OpenAlex
W2160576507
Semantic Scholar
9e02ed6d8b393fa8a4523ad829484a70724ee4f9
Cited by
1,524
References
77
Citations by year
2026: 49 · 2025: 72 · 2024: 78 · 2023: 90 · 2022: 116 · 2021: 119 · 2020: 139 · 2019: 120 · 2018: 107 · 2017: 73 · 2016: 96 · 2015: 70 · 2014: 65 · 2013: 76 · 2012: 68
FWCI
35.18
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Qualitative Inquiry (publishedVersion)
Topics
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
  • Social Sciences › Sociology and Political Science › Feminist Epistemology and Gender Studies
  • Social Sciences › Anthropology › Decolonial Thought and Epistemologies
Keywords
critical race theory, students of color, Eurocentrism, knowledge production, language and culture, community commitment, qualitative research in education, epistemological critique

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