This book provides insights and examples of why and how critical race theory (CRT) serves and makes a powerful connection to qualitative study in education. It speaks to the ways that validate CRT as a methodological framework to understand and strategize against racialized neglect, political attacks, and building community.
This book provides insights and examples of why and how critical race theory (CRT) serves and makes a powerful connection to qualitative study in education. It speaks to the ways that validate CRT as a methodological framework to understand and strategize against racialized neglect, political attacks, and building community.
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.
Inhaltsangabe
Introduction 1. Carving out a legal narrative from Galarza to Soria: Accounting for the complexities of history, race, and place in educational research 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 3.Education research and critical race praxis: fieldnotes on "making it matter" in New Orleans. 4. Upsetting the (Schooling) set up: autoethnography as critical race methodology 5. Shattering deaf and hearing dualism through a Deaf-Latinx epistemology lens 6. My journey to this place called the RAC: Reflections on a movement in critical race thought and critical race hope in higher education Postscript-Critical Race Studies in Qualitative Research: A Review and Future Directions
Introduction 1. Carving out a legal narrative from Galarza to Soria: Accounting for the complexities of history, race, and place in educational research 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 3.Education research and critical race praxis: fieldnotes on "making it matter" in New Orleans. 4. Upsetting the (Schooling) set up: autoethnography as critical race methodology 5. Shattering deaf and hearing dualism through a Deaf-Latinx epistemology lens 6. My journey to this place called the RAC: Reflections on a movement in critical race thought and critical race hope in higher education Postscript-Critical Race Studies in Qualitative Research: A Review and Future Directions
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