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Presentation
Expanding the Counterstory: The Potential for Critical Race Methods Studies in Education
Presented at the annual meeting of the American Educational Research Association (2013)
  • Jessica T. DeCuir-Gunby
  • Dina C. Walker-DeVose, Georgia Southern University
Abstract
This session raises methodological questions on how we draw upon Critical Race Theory (CRT) to study race in education. The authors present papers that represent diverse research methodological perspectives and center their research generally on race specifically within a CRT framework. As interest in CRT has grown in education, questions about method have emerged. While most scholars who engage CRT use qualitative research methods, there are scholars who are beginning to think about how CRT might inform quantitative and mixed methods. Unlike qualitative methodologists, quantitative researchers who use a CRT framework must challenge the notion that quantitative methods extend from a positivist paradigm that limits their utility in the examination of race and racism. Another major challenge faced by quantitative CRT researchers is that Critical race theory in the law relies heavily on narrative research methods as a key approach to examining race and racism in the law. CRT scholars in education have mostly relied on narrative as well as ethnographic methods to examine race and racism within education. These scholars are charting new territory. As they do so, they must challenge the notion that quantitative research methodology is somehow inconsistent with the goals and aims of CRT. The papers in this session take on these issues and challenge scholars to think more substantively about not only race, but how we engage research methods to examine race in education.
Keywords
  • Critical Race Theory,
  • CRT,
  • Critical race methods,
  • Education
Disciplines
Publication Date
April, 2013
Citation Information
Jessica T. DeCuir-Gunby and Dina C. Walker-DeVose. "Expanding the Counterstory: The Potential for Critical Race Methods Studies in Education" Presented at the annual meeting of the American Educational Research Association (2013)
Available at: http://works.bepress.com/dina-walker-devose/9/