Critical Race Studies in Education: Examining a Decade of Research on U.S. Schools

Authors

Marvin Lynn, Portland State UniversityFollow
Laurence Parker, University of Illinois at Urbana-ChampaignFollow

Published In

The Urban Review

Document Type

Citation

Publication Date

12-2006

Abstract

In this article, the authors critically synthesize how Critical Race Theory (CRT) as an emerging field of inquiry has been used as a tool of critique and analysis in K-12 education research. The authors point out that CRT has been used as a framework for examining: persistent racial inequities in education, qualitative research methods, pedagogy and practice, the schooling experiences of marginalized students of color, and the efficacy of race-conscious education policy. The authors explore how these studies have changed the nature of education research and stress the need for further research that critically interrogates race and racism in education.

Description

© Springer Science+Business Media, LLC 2006

*At the time of publication, Marvin Lynn was affiliated the University of Maryland at College Park

Locate the Document

https://doi.org/10.1007/s11256-006-0035-5

DOI

10.1007/s11256-006-0035-5

Persistent Identifier

http://archives.pdx.edu/ds/psu/21739

Citation Details

Lynn, M., & Parker, L. (2006). Critical race studies in education: Examining a decade of research on US schools. The Urban Review, 38(4), 257-290.