“Race is… race ain’t”: an exploration of the utility of critical race theory in qualitative research in education

2020 ◽  
pp. 27-39
Author(s):  
Laurence Parker
Keyword(s):  
Qualitative Research ◽  
Critical Race Theory ◽  
Critical Race ◽  
Race Theory ◽  
Research In Education

Critical Race Theory and Education: Qualitative Research in the New Millennium

2002 ◽  
Vol 8 (1) ◽  
pp. 3-6 ◽  
Author(s):  
Marvin Lynn ◽  
Tara J. Yosso ◽  
Daniel G. Solórzano ◽  
Laurence Parker
Keyword(s):  
Qualitative Research ◽  
Critical Race Theory ◽  
Critical Race ◽  
Race Theory ◽  
New Millennium

Critical Race Theory and Qualitative Methodology in Education

2019 ◽  
Author(s):  
Laurence Parker
Keyword(s):  
United States ◽  
Qualitative Research ◽  
Critical Race Theory ◽  
Qualitative Methodology ◽  
Legal Reasoning ◽  
The United States ◽  
Critical Race ◽  
Race Theory ◽  
Racial Capitalism ◽  
The United Kingdom

Since its inception in the United States, critical race theory (CRT) has had a methodological link to qualitative research methods per se. Through the use of counter-story and counter-narratives, CRT in law was formed as a way to critique formal traditional legal reasoning by interjecting the racialized reality of how law was conceived and operationalized to justify a political and economic system of racial capitalism. As CRT moved into other fields such as education, researchers saw its utility as a methodological framework to critique the ways in which racial ideology, policies, and practice served to discriminate against students of color in primary, secondary, and higher education both in the United States, the United Kingdom and other global contexts. This chapter highlights these major trends and speculates as to future directions for critical race theory and qualitative research methodology in education.

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.

Exploring Approaches to Data Literacy Through a Critical Race Theory Perspective

2021 ◽  
Author(s):  
Britney Johnson ◽  
Ben Rydal Shapiro ◽  
Betsy DiSalvo ◽  
Annabel Rothschild ◽  
Carl DiSalvo
Keyword(s):  
Critical Race Theory ◽  
Critical Race ◽  
Race Theory ◽  
Data Literacy
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