1st Edition

Understanding Critical Race Research Methods and Methodologies Lessons from the Field

    222 Pages
    by Routledge

    222 Pages
    by Routledge

    Despite the growing urgency for Critical Race Theory (CRT) in the field of education, the "how" of this theoretical framework can often be overlooked. This exciting edited collection presents different methods and methodologies, which are used by education researchers to investigate critical issues of racial justice in education from a CRT perspective. Featuring scholars from a range of disciplines, the chapters showcase how various researchers synthesize different methods—including qualitative, quantitative and mixed methods, and historical and archival research—with CRT to explore issues of equity and access in the field of education. Scholars discuss their current research approaches using CRT and present new models of conducting research within a CRT framework, offering a valuable contribution to ongoing methodological debates. Researchers across different levels of expertise will find the articulations of CRT and methods insightful and compelling.

    Part I: Introduction

    1. Critical Race Theory, Racial Justice, And Education: Understanding Critical Race Research Methods and Methodologies.
    2. [Jessica DeCuir-Gunby, Thandeka K. Chapman, and Paul A. Schutz]

      Part II: Critical Race Archival and Historical Analysis

    3. Understanding the Why of Whiteness: Negrophobia, Segregation and, the Legacy of White Resistance to Black Education in Mississippi
    4. [Jamel K. Donnor]

    5. CRT in Education: Historical/Archival Analyses
    6. [Jerome E. Morris and Benjamin D. Parker]

    7. Can You Hear (and See) Me Now?: Race-ing American Language Variationist/Change and Sociolinguistic Research Methodologies
    8. [Sonja L. Lanehart]

      Part III. Critical Race Qualitative Methods

    9. A Match Made in Heaven: Tribal Critical Race Theory and Critical Indigenous Research Methodologies
    10. [Bryan McKinley Jones Brayboy and Jeremiah Chin]

    11. Taking it to the streets: Critical Race Theory, Participatory Research and Social Justice [Adrienne D. Dixson, ArCasia James, and Brittany Frieson]
    12. The Commitment to Break Rules: Critical Race Theory, Jazz Methodology and the Struggle for Justice in Education
    13. [David Stovall]

    14. Critical Race Perspectives on Narrative Research in Education: Centering Intersectionality
    15. [Theodorea Regina Berry and Elizabeth J. Bowers Cook]

    16. Not One, but Many: A CRT Research Team Approach to Investigate Student Experiences in Racially Diverse Settings 
    17. [Thandeka K. Chapman, Nicholas Hartlep, May Vang, Talonda Lipsey, and Tatiana Joseph]

    18. Bridging Theories to Name and Claim a Critical Race Feminista Methodology
    19. [Dolores Delgado Bernal, Lindsay Pérez Huber, and María Malagón]

      Part IV: Critical Race Quantitative and Mixed Methodologies

    20. Quants & Crits: Using Numbers for Social Justice (Or, How Not to be Lied to With Statistics)
    21. [Claire E. Crawford, Sean Demack, David Gillborn, and Paul Warmington]

    22. Expanding Educational Pipelines: Critical Race Quantitative Intersectionality as a Transactional Methodology
    23. [Alejandro Covarrubias, Pedro E. Nava, Argelia Lara, Rebeca Burciaga, and Daniel Solórzano]

    24. Critical Race Cartographies: Exploring Map-Making as Anti-Racist Praxis
    25. [Verónica N. Vélez and Daniel Solórzano]

    26. Critical Race Mixed Methodology: Designing a Research Study Combining Critical Race Theory and Mixed Methods Research
    27. [Jessica T. DeCuir-Gunby and Paul A. Schutz]


      Part V: Future Directions in Critical Race Methods and Methodologies

    28. "Where Do We Go From Here?A Future Agenda for Understanding Critical Race Research Methods and Methodologies.

    [Thandeka K. Chapman & Jessica T. DeCuir-Gunby]



    Jessica T. DeCuir-Gunby is Professor of Educational Psychology and University Faculty Scholar in the Teacher Education and Learning Sciences Department at NC State University.

    Thandeka K. Chapman is Associate Professor in the Department of Education Studies at University of California, San Diego.

    Paul A. Schutz is Professor in the Department of Educational Psychology at the University of Texas, San Antonio.