The areas of race, class, and gender have generated increasing attention within the academy, providing a strong critique of the supposed neutrality of the research process.
Interrogating Racism in Qualitative Research Methodology presents qualitative studies and essay reviews that connect these emerging theories to research and practice in the public schools as well as in institutions of higher education. Each chapter explores an emerging area of legal scholarship known as critical race theory and adopts a penetrating perspective that recognizes the normality and invisibility of racism in all aspects of society. This book explores the links between critical race theory and qualitative research methodology, and it interrogates how race connects and conflicts with other areas of difference and is never entirely absent from the research process.
New York, Bern, Berlin, Bruxelles, Frankfurt/M., Oxford, Wien, 2003. VIII, 225 pp.
Contents: Sylvia R. Lazos Vargas: Introduction: Critical Race Theory in Education: Theory, Praxis, and Recommendations – Cynthia
Tyson: Research, Race, and an Epistemology of Emancipation – Melanie Carter: Telling Tales Out of School: «What’s the Fate
of a Black Story in a White World of White Stories?» – Edward Buendía: Fashioning Research Stories: The Metaphoric and Narrative
Structure of Writing Research About Race – Gerardo R. López: Parent Involvement as Racialized Performance – Jennifer Ng: Multicultural
Education in Teacher Training Programs and Its Implications on Preparedness for Effective Work in Urban Settings – Arisve
Esquivel: On Whose Terms? The (In)visibility of the Latina/o Community at the University of Illinois at Urbana-Champaign –
Laurence Parker: Critical Race Theory and Its Implications for Methodology and Policy Analysis in Higher Education Desegregation
– Wanda Pillow: Race-Based Methodologies: Multicultural Methods or Epistemological Shifts? – Gerardo R. López/Laurence Parker: