What’s Race Got to Do With It? Critical Race Theory’s Conflicts With and Connections to Qualitative Research Methodology and Epistemology

Authors

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

Published In

Qualitative Inquiry

Document Type

Citation

Publication Date

2-1-2002

Abstract

This article will provide the theoretical and conceptual grounding for forthcoming discussions regarding how critical race theory (CRT), as a discourse of liberation, can be used as a methodological and epistemological tool to expose the ways race and racism affect the education and lives of racial minorities in the United States. To that extent, the goal is threefold. First, the authors seek to adequately define CRT by situating it within a specific socio-historical context. Second, they seek to present an argument for why there is a need for CRT in educational and qualitative research. In doing so, they discuss the ways concerns regarding race and racism have or have not been addressed previously in educational research. Finally, they speculate about what lies ahead. In doing so, they fully assess the possible points of agreement and conflicts between CRT and qualitative research in education.

Rights

Copyright (2002) Sage.

Description

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

Locate the Document

https://doi.org/10.1177/107780040200800102

DOI

10.1177/107780040200800102

Persistent Identifier

http://archives.pdx.edu/ds/psu/21747

Citation Details

Parker, L., & Lynn, M. (2002). What’s Race Got to Do With It? Critical Race Theory’s Conflicts With and Connections to Qualitative Research Methodology and Epistemology. Qualitative Inquiry, 8(1), 7-22.