1st Edition
Critical Race Theory and Qualitative Methods A Review and Future Directions
Critical Race Theory and Qualitative Methods provides insights and examples of why and how Critical Race Theory (CRT) serves and makes a powerful connection to qualitative study in education. The chapters in this volume speak to the ways that validate CRT as a methodological framework to understand and strategize against racialized neglect, political attacks, and building community.
The volume builds and extends upon previous CRT qualitative methodological foundations research with the goal of continuing to center the experiences and voices of those historically shut out of education narratives. Chapters represent a wide swath of qualitative methodologies that illustrate the interdisciplinary nature of CRT and display both the utility and the broad scope of CRT research being conducted in the field of Education. Furthermore, the historical perspectives provided in the book allow for an understanding of where CRT methodologies have been and where scholars may take them into the future.
This book will be a key resource for researchers and scholars of educational research, educational leadership and policy, educational studies, sociology, ethnic and racial studies, and research methods. This book was originally published as a special issue of International Journal of Qualitative Studies in Education.
Introduction
María C. Ledesma, Vanessa Johnson Ojeda, Shawn R. Coon and Laurence Parker
1. Carving out a legal narrative from Galarza to Soria: Accounting for the complexities of history, race, and place in educational research
Tara J. Yosso and David G. García
2. A sense of belonging within the imaginative constraints of racial realism: a critical race analysis of Latinx students’ racialized experiences during the Trump presidency
Sy Stokes
3.Education research and critical race praxis: fieldnotes on “making it matter” in New Orleans
Kristen Buras
4. Upsetting the (Schooling) set up: autoethnography as critical race methodology
Patrick Roz Camangian, David A. Philoxene and David Omotoso Stovall
5. Shattering deaf and hearing dualism through a Deaf-Latinx epistemology lens
Carla García-Fernández
6. My journey to this place called the RAC: Reflections on a movement in critical race thought and critical race hope in higher education
Daniel G. Solorzano
Postscript—Critical Race Studies in Qualitative Research: A Review and Future Directions
María C. Ledesma, Vanessa Johnson Ojeda, Shawn R. Coon and Laurence Parker
Biography
María C. Ledesma, Ph.D, is Professor and chair of the Department of Educational Leadership at San José State University’s Lurie College of Education, USA.
Vanessa Johnson Ojeda, Ph.D., is a research associate with the Inclusive STEM Teaching Project at the University of Utah, USA.
Shawn R. Coon is Assistant Professor in the School of Education at Westminster College, USA.
Laurence Parker, Ph.D, is Professor and chair of the Department of Educational Leadership and Policy at the University of Utah’s College of Education, USA.
