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

2002 ◽  
Vol 8 (1) ◽  
pp. 23-44 ◽  
Author(s):  
Daniel G. Solórzano ◽  
Tara J. Yosso
Keyword(s):  
Education Research ◽  
Analytical Framework ◽  
Critical Race ◽  
Critical Race Methodology

scholarly journals Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

2021 ◽  
pp. 027112142199083
Author(s):  
Hailey R. Love ◽  
Margaret R. Beneke
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Critical Race Theory ◽  
Young Children ◽  
Inclusive Education ◽  
Critical Race ◽  
Children And Families ◽  
Race Theory ◽  
Children Of Color ◽  
Educational Processes

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

scholarly journals The Centrality of Participant Voice in Illuminating the Gender Regime in Education Research Using a Human Capabilities Analysis

2015 ◽  
Vol 44 (2) ◽  
Author(s):  
Catherine Vanner
Keyword(s):  
Education Research ◽  
Research Synthesis ◽  
Analytical Framework ◽  
Capabilities Approach ◽  
Educational Values ◽  
Human Capabilities ◽  
Gender Regime ◽  
Gender And Education ◽  
Gender Regimes ◽  
Equality In Education

The human capabilities approach distinguishes between capabilities (a person’s ability to choose what she wants to do/be) and functionings (actually doing/being what she wants). When used to analyze gender equality in education, it draws attention to the nature of education and the extent to which it is equally empowering for girls and boys. This research synthesis examines the use of the human capabilities approach as an analytical framework for gender and education research. The approach’s emphasis on participant voice as a means of articulating what is valued in education highlights contradictions and similarities within a given community and attends to the way that the gender regime of the school characterizes the educational experience. This is particularly meaningful in relation to the views of student participants including children, whose descriptions of their educational values, goals and experiences are critical in understanding the daily operations and experiences of gender regimes in schools.

scholarly journals The Subject of Turkish Higher Education Research: The Case of Faculty Members

2021 ◽  
Vol 11 (3) ◽  
pp. 545-558
Author(s):  
murat özdemir
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Identity Development ◽  
Simple Random Sampling ◽  
Target Population ◽  
Analytical Framework ◽  
Faculty Members ◽  
Higher Education Research ◽  
Turkish Higher Education ◽  
Object Of Knowledge

The purpose of this study is to examine the research on faculty members as one of the central subjects of Turkish higher education research based on data from 256 articles, master’s and doctoral theses between 2015 and 2019. An analytical framework was used to review and classify the information on research and researchers, the object of study, and the object of knowledge. Turkish higher education research on faculty members was mainly published in the form of articles in peer-reviewed journals in Turkish. The primary objects of study were about the islands of teaching and learning, policy studies, identity development, institutional research, and the scholarships of discovery and teaching. As for the object of knowledge, Turkish higher education research on faculty members was found to be descriptive. Quantitative studies employed parametric tests for research data based on the target population and simple random sampling with a maximum of 400 respondents. The qualitative studies used interviews and content analysis for data collection and analysis. Establishing structures focusing on systematic and long-term research on faculty around the issues such as recruitment, career, and post-career stages was among the recommendations of the paper

A Critical Review of Actor-Network Theory (ANT) and Its Use in Education Research

2020 ◽  
pp. 135-156
Author(s):  
Denise Mifsud
Keyword(s):  
Education Research ◽  
Education Reform ◽  
Network Theory ◽  
Critical Review ◽  
Power Relations ◽  
Actor Network Theory ◽  
Analytical Framework ◽  
Main Principle ◽  
Actor Network

This chapter, which expands on a previous publication, presents a critique of actor-network theory as a sociomaterial concept. Furthermore, the author problematizes the relative under-application of this “sensibility” in education research, while simultaneously exploring its contribution as an analytical framework through its central concepts of “actor-network,” “symmetry,” “translation,” and their constituents. This chapter zooms on the concepts of networks and power relations. The author questions the prevalent notion of the “network” metaphor promulgated by globalization discourses, setting it up against the network conception in actor-network theory, where the main principle is multiplicity. Actor-network theory is analyzed as a theory of the mechanics of power, concerning itself with the setting up of hegemony. This chapter is especially targeted for researchers of education reform who are as yet unfamiliar with the concepts of Actor-Network Theory and somewhat wary of the validity of sociomaterialism in the analysis of education issues.

scholarly journals Critical Race Theory As An Analytical Tool: African American Male Success In Doctoral Education

2010 ◽  
Vol 7 (10) ◽  
Author(s):  
Rosa Cintron
Keyword(s):  
African American ◽  
Critical Race Theory ◽  
African American Males ◽  
Doctoral Program ◽  
Analytical Framework ◽  
Access To Higher Education ◽  
Critical Race ◽  
Race Theory ◽  
White Institution ◽  
Insight Into

While access to higher education for racial and ethnic minorities improved over the last half of the 20th century, the percentage of these populations obtaining terminal degrees does not approach their respective percentage of society at large. By interviewing five African American males who completed a doctoral program at a Majority White Institution (MWI), this study seeks to identify some consistent themes among successful graduates. Using Critical Race Theory as an analytical framework, meaning is constructed in an effort to provide insight into those traits, practices and situations that contributed to the success of the participants in the study. 

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