Show Summary Details

Page of

PRINTED FROM the OXFORD RESEARCH ENCYCLOPEDIA, EDUCATION (oxfordre.com/education). (c) Oxford University Press USA, 2019. All Rights Reserved. Personal use only; commercial use is strictly prohibited (for details see Privacy Policy and Legal Notice).

date: 22 October 2019

Summary and Keywords

Since its inception in the United States, critical race theory (CRT) has had a methodological link to qualitative research methods per se. Through the use of counter-story and counter-narratives, CRT in law was formed as a way to critique formal traditional legal reasoning by interjecting the racialized reality of how law was conceived and operationalized to justify a political and economic system of racial capitalism. As CRT moved into other fields such as education, researchers saw its utility as a methodological framework to critique the ways in which racial ideology, policies, and practice served to discriminate against students of color in primary, secondary, and higher education both in the United States, the United Kingdom and other global contexts. This chapter highlights these major trends and speculates as to future directions for critical race theory and qualitative research methodology in education.

Keywords: critical race theory, secondary and post-secondary education, qualitative research methodology, counter-narrative, counter-story, qualitative race research in education

Access to the complete content on Oxford Research Encyclopedia of Education requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can''t find the answer there, please contact us.