Possibilities and Tensions in Educational Research
Edited By Ruth Nicole Brown, Rozana Carducci and Candace R. Kuby
1) Disrupt traditional notions of research roles and relationships
2) Disrupt dominant approaches to the collection and analysis of data
3) Disrupt traditional notions of representing and disseminating research findings
4) Disrupt rigid epistemological and methodological boundaries
5) Disrupt disciplinarily boundaries and assumptive frameworks of how to do educational research
Scholars and graduate students interested in disrupting traditional approaches to the study of education will find this book of tremendous value. Given the inclusion of both research examples and reflective narratives, this book is an ideal text for adoption in introductory research design seminars as well as advanced courses devoted to theoretical and practical applications of qualitative and interpretive methodologies.
Chapter Four: CRiT Walking for Disruption of Educational Master Narratives
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CRiT Walking FOR Disruption OF Educational Master Narratives
MARK S. GILES & ROBIN L. HUGHES
August 28, 2013 was the 50th anniversary of the 1963 March on Washington for Jobs and Freedom. That event is largely remembered as the setting where Dr. Martin Luther King, Jr., delivered his “I Have a Dream” speech. That historic moment, where more than a stirring speech by Dr. King occurred, contributed to many positive and sweeping national cultural changes, such as the mid-1960s civil rights and voting rights legislation. The ensuing events advanced the cause of human and citizenship rights for all, and led to vast improvements for interracial relationships. In addition, the era ushered in subsequent laws that challenged the practices of racial discrimination in the areas of housing, employment, and educational access, to name a few. However, in 2013, systemic racism (Feagin, 2006) remains alive and well. It lives in the disproportionate incarceration rates for black males (Alexander, 2010), the inequities in the healthcare system (Washington, 2008), and the ongoing disparities in our schools and post-secondary education institutions (Anderson, Attwood, & Howard, 2004; Darling-Hammond, 2010; Dixson & Rousseau, 2006; Hale, 2001; Kunjufu, 2005; Noguera, 2008; Obakeng- Mabokela & Green, 2001; Shabazz, 2004; Wise, 2005). The mainstream or traditional narrative of education and how it is often researched and understood exist within the contexts of a highly racialized, complex web of social, cultural, political, and economic systems.
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