2,256
Views
36
CrossRef citations to date
0
Altmetric
Articles

Let’s be critically honest: towards a messier counterstory in critical race theory

&
Pages 1134-1154 | Received 06 Jun 2013, Accepted 06 Mar 2014, Published online: 18 Aug 2014

References

  • Anderson, C. W. (1979). The place of principles in policy analysis. The American Political Science Review, 73, 711–723.
  • Apple, M. W. (2000). Official knowledge (2nd ed.). New York, NY: Routledge.
  • Baker, B. (2013). Powerball winner child support: NJ jackpot winner owes $29 K to baby mama? Examiner.com. Retrieved March 28, 2013, from http://www.examiner.com/article/powerball-winner-child-support-nj-jackpot-winner-owes-29k-to-baby-mama
  • Ball, S. J. (1993). What is policy: Texts, trajectories and toolboxes. Discourse: Studies in the Cultural Politics of Education, 13, 10–17.
  • Ball, S. J. (1994). Education reform: A critical and post-structural approach. Buckingham: Open University Press.
  • Bell, D. A. (1987). And we are not saved: The elusive quest for racial justice. New York, NY: Basic Books.
  • Bell, D. A. (1992). Racial realism. Connecticut Law Review, 24, 363–379.
  • Bell, D. A. (1995a). Property rights in whiteness – their legal legacy, their economic costs. In R. Delgado (Ed.), Critical race theory: The cutting edge (pp. 75–83). Philadelphia, PA: Temple University Press.
  • Bell, D. A. (1995b). Racial realism after we’re gone: Prudent speculations on America in a postracial epoch. In R. Delgado (Ed.), Critical race theory: The cutting edge (pp. 2–8). Philadelphia, PA: Temple University Press.
  • Bell, D. A. (1995c). Who’s afraid of critical race theory? University of Illinois Law Review, 1995, 893–910.
  • Bourdieu, P. (1977/1999). Outline of a theory of practice. Cambridge: University of Cambridge Press.
  • Brewer, C. A. (2014). Historicizing in critical policy analysis: The production of cultural histories and microhistories. International Journal of Qualitative Studies in Education, 27, 273–288.
  • Brown, K., & Jackson, D. D. (2013). The history and conceptual elements of critical race theory. In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 9–22). New York, NY: Routledge.
  • Buras, K. L. (2013). Let’s be for real: Critical race theory, racial realism, and education policy analysis (toward a new paradigm). In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 216–231). New York, NY: Routledge.
  • Carroll, G. (1998). Environmental stress and African Americans: The other side of the moon. Westport, CT: Greenwood Press.
  • Carter Andrews, D. J., & Tuitt, F. (2013). Racism as the environmental hazard in educational spaces: An overview and introduction. In D. J. Carter Andrews & F. Tuitt (Eds.), Contesting the myth of a ‘post racial’ era: The continued significance of race in US education (pp. 1–12). New York, NY: Peter Lang.
  • Chadderton, C. (2013). Towards a research framework for race in education: Critical race theory and Judith Butler. International Journal of Qualitative Studies in Education, 26, 39–55.
  • Chapman, T. K. (2013). Origins of and connections to social justice in critical race theory in education. In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 101–112). New York, NY: Routledge.
  • Cook, D. A. (2013). Blurring the boundaries: The mechanics of creating composite characters. In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 181–194). New York, NY: Routledge.
  • Cook, D. A., & Dixson, A. D. (2013). Writing critical race theory and method: A composite counterstory on the experiences of black teachers in New Orleans post-Katrina. International Journal of Qualitative Studies in Education, 26, 1238–1258.
  • Covarrubias, A., & Velez, V. (2013). Critical race quantitative intersectionality: “An anti racist research paradigm that refuses to ‘let the numbers speak for themselves’”. In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 270–285). New York, NY: Routledge.
  • Crehan, K. (2002). Gramsci, culture and anthropology. London: Pluto Press.
  • Crenshaw, K., Gotanda, N., Peller, G., & Thomas, K. (Eds.). (1995). Critical race theory: The key writings that formed the movement. New York, NY: The New Press.
  • Culp, J. M. (1996). Telling a Black legal story: Privilege, authenticity, “blunder”, and transformation in outsider narratives. University of Virginia Law Review, 82, 69–94.
  • Davis, P. (1989). Law as microaggression. Yale Law Journal, 98, 1559–1577.
  • DeCuir, J., & Dixson, A. D. (2004). “So when it comes out, they aren’t surprised that it is there”: Using critical race theory as a tool of analysis of race and racism in education. Educational Researcher, 33(5), 26–31.
  • DeCuir-Gunby, J. T., & Walker-DeVose, D. C. (2013). Expanding the counterstory: The potential for critical race mixed methods studies in education. In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 248–259). New York, NY: Routledge.
  • Delgado, R. (1989). Storytelling for oppositionists and others: A plea for narrative. Michigan Law Review, 87, 2411–2441.
  • Delgado, R. (1993). On telling stories in school: A reply to Farber and Sherry. Vanderbilt Law Review, 46, 665–675.
  • Delgado, R. (Ed.). (1995). Critical race theory: The cutting edge. Philadelphia, PA: Temple University Press.
  • Delgado, R., & Stefancic, J. (2012). Critical race theory: An introduction (2nd ed.). New York, NY: New York University Press.
  • Delgado, R., & Stefancic, J. (2013). Discerning critical moments. In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 23–33). New York, NY: Routledge.
  • Delgado Bernal, D. (2002). Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8, 105–126.
  • Delgado Bernal, D. (2008). La trenza de las identidades: Weaving together our personal, professional, and communal identities. In K. Gonzalez & R. Padilla (Eds.), Doing the public good: Latina/o scholars engage civic participation (pp. 135–148). Sterling, VA: Stylus.
  • Delgado Bernal, D., & Villapando, O. (2002). An apartheid of knowledge in academia: The struggle over the legitimate knowledge of faculty of color. Equity and Excellence in Education, 35, 169–180.
  • DeLuca, M. (2013). ‘I felt pure joy’: New Jersey Powerball winner confirmed. NBC Latino. Retrieved March 26, 2013, from http://usnews.nbcnews.com/_news/2013/03/26/17470154-i-felt-pure-joy-new-jersey-powerball-winner-confirmed?lite
  • Donmoyer, R. (1999). The continuing quest for a knowledge base: 1976–1998. In J. Murphy & K. S. Lewis (Eds.), Handbook of research on educational administration (2nd ed., pp. 23–44). San Francisco, CA: Jossey-Bass.
  • Easton, D. (1953). The political system. New York, NY: Alfred A. Knopf.
  • Farber, D. A., & Sherry, S. (1993). Telling stories out of school: An essay on legal narratives. Stanford Law Review, 45, 807–855.
  • Fischer, F. (2003). Reframing public policy: Discursive politics and deliberative practices. Oxford: Oxford University Press.
  • Forester, J. (1993). Critical theory, public policy and planning practice: Toward a critical pragmatism. Albany, NY: State University of New York Press.
  • Foster, P. (1990). Cases not proven: An evaluation of two studies of teacher racism. British Educational Research Journal, 16, 335–349.
  • Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Herder and Herder.
  • Gale, T. (2001). Critical policy sociology: Historiography, archaeology and genealogy as methods of policy analysis. Journal of Education Policy, 16, 379–393.
  • Gillborn, D. (2005). Education policy as an act of white supremacy: Whiteness, critical race theory, and education reform. Journal of Education Policy, 20, 485–505.
  • Gutierrez y Muhs, G., Flores Niemann, Y., Gonzalez, C. G., & Harris, A. P. (2012). Presumed incompetent: The intersections of race and class for women in academia. Boulder, CO: Utah State University Press.
  • Harding, S. (1987). Feminism and methodology. Bloomington: Indiana University Press.
  • Harris, C. (1993). Whiteness as property. Harvard Law Review, 106, 1709–1791.
  • Heck, R. H., & Hallinger, P. (1999). Next generation methods for the study of leadership and school improvement. In J. Murphy & K. Seashore Louis (Eds.), Handbook of research on educational administration (2nd ed., pp. 141–162). San Francisco, CA: Jossey-Bass.
  • Huh, R. (2013). Pedro Quezada, NJ’s Powerball winner, owes $29,000 in child support. CBSNews.com. Retrieved March 29, 2013, from http://www.cbsnews.com/8301-504083_162-57576961-504083/pedro-quezada-njs-powerball-winner-owes-$29000-in-child-support/
  • Kincheloe, J. L., & McLaren, P. (2000). Rethinking critical theory and qualitative research. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 279–313). Thousand Oaks, CA: Sage.
  • Kingdon, J. W. (1995). Agendas, alternatives, and public policies (2nd ed.). New York, NY: Harper Collins.
  • Ladson-Billings, G. (2000). Racialized discourses and ethnic epistemologies. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 257–277). Thousand Oaks, CA: Sage.
  • Ladson-Billings, G. (2009). Race still matters: Critical race theory in education. In M. W. Apple, W. Au, & L. A. Gandin (Eds.), The Routledge international handbook of critical education (pp. 110–122). New York, NY: Routledge.
  • Ladson-Billings, G. (2013). Critical race theory – What it is not. In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 34–47). New York, NY: Routledge.
  • Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97, 47–68.
  • Lawrence, C. R., III., Matsuda, M. J., Delgado, R., & Crenshaw, K. W. (1993). Introduction. In M. J. Matsuda, C. R. Lawrence III, R. Delgado, & K. W. Crenshaw (Eds.), Words that wound: Critical race theory, assaultive speech, and the First Amendment (pp. 1–16). Boulder, CO: Westview Press.
  • Ledesma, M. C., & Solórzano, D. (2013). Naming their pain: How everyday racial microaggressions impact students and teachers. In D. J. Carter Andrews & F. Tuitt (Eds.), Contesting the myth of a ‘post racial’ era: The continued significance of race in US education (pp. 112–127). New York, NY: Peter Lang.
  • Levin, H. M., & McEwan, P. J. (2001). Cost-effectiveness analysis: Methods and applications (Vol. 4). New York, NY: Sage.
  • Lincoln, Y. (1993). I and thou: Method, voice, and roles in research with the silenced. In D. McLaughlin & W. Tierney (Eds.), Naming silenced lives (pp. 29–47). Boston, MA: Routledge Kegan Paul.
  • López, G. R. (2003). The (racially-neutral) politics of education: A critical race theory perspective. Educational Administration Quarterly, 39, 68–94.
  • Lopez, G. R., & Parker, L. (2003). Interrogating racism in qualitative research methodology. Counterpoints. New York, NY: Peter Lang.
  • Lugg, C. A. (2003). Sissies, faggots, lezzies, and dykes: Gender, sexual orientation, and a new politics of education? Educational Administration Quarterly, 39, 95–134.
  • Lynn, M., & Dixson, A. D. (2013). Handbook of critical race theory in education. New York, NY: Routledge.
  • Lynn, M., & Parker, L. (2006). Critical race studies in education: Examining a decade of research on US schools. Urban Review, 38, 257–290.
  • Marshall, C. (1999). Researching the margins: Feminist critical policy analysis. Educational Policy, 13, 59–76.
  • McWhorter, J. (2013). The origin of the term ‘baby mama’: The ubiquitous phrase may owe more to merrie olde England than to Jamaican slang. The Root. Retrieved March 29, 2013, from http://www.theroot.com/views/origin-term-baby-mama
  • Pabón López, M., & López, G. R. (2010). Persistent inequality: Contemporary realities in the education of undocumented Latina/o students. New York, NY: Routledge.
  • Parker, L. (1998). “Race is … race ain’t”: An exploration of the utility of critical race theory in qualitative research in education. International Journal of Qualitative Studies in Education, 11, 43–55.
  • Parker, L., Deyhle, D., & Villenas, S. (Eds.). (1999). Race is … race isn’t: Critical race theory and qualitative studies in education. Boulder, CO: Westview.
  • 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, 7–22.
  • Parker, L., & Stovall, D. O. (2004). Actions following words: Critical race theory connects to critical pedagogy. Educational Philosophy and Theory, 36, 167–182.
  • Perea, J. F. (1996). Immigrants out: The new nativism and the anti-immigrant impulse in the United States. New York: New York University Press.
  • Pierce, C. (1974). Psychiatric problems of the Black minority. In S. Arieti (Ed.), American handbook of psychiatry (pp. 512–523). New York, NY: Basic Books.
  • Pierce, C., Carew, J., Pierce-Gonzalez, D., & Wills, D. (1978). An experiment in racism: TV commercials. In C. Pierce (Ed.), Television and education (pp. 62–88). Beverly Hills, CA: Sage.
  • Pillow, W. (2003). Race-based methodologies: Multicultural methods or epistemological shifts? In G. R. Lopez & L. Parker (Eds.), Interrogating racism in qualitative research methodology (pp. 181–202). New York, NY: Peter Lang.
  • Prunty, J. J. (1985). Signposts for a critical educational policy analysis. Australian Journal of Education, 29, 133–140.
  • Scheurich, J. J. (1994). Policy archaeology: A new policy studies methodology. Journal of Education Policy, 9, 297–316.
  • Scheurich, J. J., & Young, M. D. (1997). Coloring epistemologies: Are our research epistemologies racially biased? Educational Researcher, 26(4), 4–16.
  • Smith, W. A., Hung, M., & Franklin, J. D. (2011). Racial battle fatigue and the miseducation of Black men: Microaggressions, societal problems, & environmental stress. Journal of Negro Education, 80, 63–82.
  • Smith, W. A., Yosso, T., & Solorzano, D. (2006). Challenging racial battle fatigue on historically white campuses: A critical race examination of race-related stress. In C. A. Stanley (Ed.), Faculty of color teaching in predominantly white colleges and universities (pp. 299–327). Boston, MA: Anker.
  • Solórzano, D. (1998). Critical race theory, racial and gender microaggressions, and the experiences of Chicana and Chicano scholars. International Journal of Qualitative Studies in Education, 11, 121–136.
  • Solórzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. The Journal of Negro Education, 69, 60–73.
  • Solórzano, D. G. (2013). Critical race theory’s intellectual roots: My email epistolary with Derrick Bell. In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 48–68). New York, NY: Routledge.
  • Solórzano, D. G., & Yosso, T. J. (2001). Critical race and LatCrit theory and method: Counter-storytelling Chicana and Chicano graduate school experiences. International Journal of Qualitative Studies in Education, 14, 471–495.
  • Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytic framework for education research. Qualitative Inquiry, 8, 23–44.
  • Sue, D. W. (2010). Microaggressions and marginality: Manifestation, dynamics, and impact. Hoboken, NJ: Wiley.
  • Sue, D. W., Capodilupo, C. M., Nadal, K. L., & Torino, G. C. (2008). Racial microaggressions and the power to define reality. The American Psychologist, 63, 277–279.
  • Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62, 271–286.
  • Tate, W. F., IV. (1997). Critical race theory and education: History, theory, and implications. Review of Research in Education, 22, 195–247.
  • Taylor, S. (1997). Critical policy analysis: Exploring contexts, texts, and consequences. Discourse: Studies in the Cultural Politics of Education, 18, 23–35.
  • Taylor, S., Rizvi, F., Lingard, B., & Henry, M. (1997). Educational policy and the politics of change. New York, NY: Routledge.
  • The Huffington Post. (2013). Pedro Quezada, Dominican immigrant, wins lottery, sparking twitter controversy over his nationality (GALLERY). The Huffington Post. Retrieved March 26, 2013, from http://www.huffingtonpost.com/2013/03/26/dominican-immigrant-wins-lottery_n_2956725.html
  • Treviño, A. J., Harris, M. A., & Wallace, D. (2008). What’s so critical about critical race theory? Contemporary Justice Review: Issues in Criminal, Social, and Restorative Justice, 11, 7–10.
  • Tuitt, F. A., & Carter Andrews, D. J. (2008). Negotiating atmospheric threats and racial assaults in predominantly White educational institutions. Journal of Public Management & Social Policy, 14, 51–60.
  • Turner, J. (2006). Where do “baby-daddies” come from? The origins of the phrase. Slate Magazine. Retrieved March 29, 2014, from http://www.slate.com/articles/life/the_good_word/2006/05/where_do_babydaddies_come_from.html
  • Weaver-Hightower, M. B. (2008). An ecology metaphor for educational policy analysis: A call to complexity. Educational Researcher, 37(3), 153–167.
  • Williams, P. J. (1991). The alchemy of race and rights: Diary of a law professor. Cambridge, MA: Harvard University Press.
  • Yosso, T. J. (2006). Critical race counterstories along the Chicana/Chicano educational pipeline. New York, NY: Routledge.
  • Yosso, T. J., Smith, W. A., Ceja, M., & Solórzano, D. G. (2009). Critical race theory, racial microaggressions, and campus racial climate for Latina/o undergraduates. Harvard Educational Review, 79, 659–690.
  • Young, M. (1999). Multifocal educational policy research: Toward a method for enhancing traditional educational policy studies. American Educational Research Journal, 36, 677–714.
  • Young, M. D., & López, G. R. (2004). Shaping the knowledge base: Inquiry in educational leadership. In F. English (Ed.), Handbook of educational leadership (pp. 337–361). Thousand Oaks, CA: Sage.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.