Critical Race Theory in Education 2020
DOI: 10.4324/9781003005995-3
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“Race is… race ain’t”: an exploration of the utility of critical race theory in qualitative research in education

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Cited by 6 publications
(5 citation statements)
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“…Urrieta and Villenas (2013) contend that the legitimacy of scholars doing race-based work is often questioned because they are perceived as biased and unscholarly. CRT researchers are often criticized for advancing theory based on narrative inquiry, and forsaking traditional empirical and/or psychometric approaches (Parker, 1998). In the field of teacher evaluation, it is vital to advance models and instruments that are empirically and psychometrically sound.…”
Section: Methodsmentioning
confidence: 99%
“…Urrieta and Villenas (2013) contend that the legitimacy of scholars doing race-based work is often questioned because they are perceived as biased and unscholarly. CRT researchers are often criticized for advancing theory based on narrative inquiry, and forsaking traditional empirical and/or psychometric approaches (Parker, 1998). In the field of teacher evaluation, it is vital to advance models and instruments that are empirically and psychometrically sound.…”
Section: Methodsmentioning
confidence: 99%
“…CER is a theory that emphasizes the process of improving social exclusion, disintegration, alienation, and injustice through allowing, respecting, and listening to peoples' views, voices, and perceptions (Parker, 2019). Moreover, CER improves human lives by emphasizing the active participation and collaboration of all the people involved in a specific context (James, 2019;Parker, 2019;Starr, 2019).…”
Section: Critical Emancipatory Researchmentioning
confidence: 99%
“…CER is a theory that emphasizes the process of improving social exclusion, disintegration, alienation, and injustice through allowing, respecting, and listening to peoples' views, voices, and perceptions (Parker, 2019). Moreover, CER improves human lives by emphasizing the active participation and collaboration of all the people involved in a specific context (James, 2019;Parker, 2019;Starr, 2019). Thus, the LIW theory replicates the principles of CER by promoting active involvement of the educational stakeholders with the multicultural school settings and influencing interactive practices and activities so as to share knowledge and a range of skills and values with one another.…”
Section: Critical Emancipatory Researchmentioning
confidence: 99%
“…This study is part of a 3-month research endeavor where we used basic qualitative methodology, coupled with CRT, to examine the epistemological perspectives of six presidents of African descent who preside over predominantly White community colleges while utilizing their positions to promote antiracism on campus. Previous research used CRT as a counternarrative to oppose majoritarian deficit perspectives about people and students of color who were situated as invaluable not only higher education, but also society (Davis, 2016; Garcia et al, 2018; Ladson-Billings, 1998; Ladson-Billings & Tate, 1995; Parker, 2019). We applied the following CRT tenets (Howard, 2008; Matsuda et al, 1993): (1) CRT acknowledges that racism is endemic; (2) CRT challenges legal notions of meritocracy, objectivity, neutrality and colorblindness; (3) CRT insists on a contextual/historical analysis of the law while being in opposition to ahistoricism; (4) CRT foregrounds experiential knowledge of people of color when analyzing society and law through counterstory telling; (5) CRT is interdisciplinary; and (6) CRT seeks to eliminate racial oppression by ending oppression.…”
Section: Theoretical Frameworkmentioning
confidence: 99%