International Journal of Qualitative Studies in Education
Higher education -- Qualitative research, Storytelling, Critical race theory -- United States -- Case studies, Social justice, Equity
This essay utilizes critical race theory composite counterstorytelling to tell a story about Alberto, a first-generation Xicano doctoral student who is presenting his dissertation research proposal to his qualitative research class. Through Alberto’s character, I discuss my complicated process of designing and conducting a research study. Specifically, I reflect on why I decided to study the experiences of Mexican, Mexican American, and Xicanx students in higher education, why I used critical race theory, Latinx/a/o critical race theory, and critical race spatial analysis as theoretical frameworks, why I utilized critical collaborative ethnography as my research approach, and why I chose counterstorytelling as a research method to distribute my findings.
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License, which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
Locate the Document
Gonzalez, M. A. (2022). When the lion learns to write: a counterstory about a doctoral student’s qualitative research project. International Journal of Qualitative Studies in Education, 1-18.