Laurence Parker - Race Is...Race Isnt: Critical Race Theory And Qualitative Studies In Education

Critical Race Theory and Qualitative Studies in Education

EDITED BY

Laurence Parker

Donna Deyhle

Sofia Villenas

First published 1999 by Westview Press

Published 2018 by Routledge
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Library of Congress Cataloging-in-Publication Data

Race is race isnt: critical race theory and qualitative studies in
education / edited by Laurence Parker, Donna Deyhle, Sofia Villenas.

p. cm.

Includes bibliographical references and index.

ISBN 0-8133-9069-9

1. MinoritiesEducationUnited States. 2. RacismUnited States. 3. United StatesRace relations. 4. Discrimination in educationUnited States. I. Parker, Laurence. II. Deyhle, Donna.
III. Villenas, Sofia A.
LC3731.R27 1999
306.43dc21

99-11946
CIP

ISBN 13:978-0-8133-9069-7

, Daria Roithmayr

, Marc Pizarro

, Mary Hermes

, Nitza M. Hidalgo

, Francisca E. Gonzlez

, Marlia Banning

, Edward Taylor

, Lena Domyung Choe

, Paul E. Green

, William F. Tate IV

Many friends and colleagues deserve thanks for their help and assistance on this project. First of all, we would like to thank the staff at Westview Press, including Lisa Wigutoff and Rebecca Ritke, our production and copy editors, respectively; and especially Catherine Murphy, for taking an interest in our prospectus and working with us toward publication. Second, we thank the editors of the International Journal of Qualitative Studies in Education (QSE), especially James Joseph Scheurich and Douglas Foley, for giving us the opportunity initially to pursue this project through a special issue of the journal devoted to critical race theory and educational research. We also would like to thank the many authors who contributed to that special issuemost notably, Daniel Solbrzano, Greg Tanaka, and Cindy Cruz at UCLA, and Kristin Nebeker at the University of Utahparticularly for their efforts to expand the boundaries of critical race theory into areas such as the social construction of whiteness, Chicano / Chicana perceptions of racism and sexism in postgraduate education, and gay/lesbian polyphonic textual narratives. For reasons of space, we were not able to reprint all of these contributions in the present volume. We believed it was absolutely necessary, however, to include chapters on key policy issues such as higher education desegregation and tracking. We also wanted to open and close the volume with an introduction and a conclusion that would provide readers with an overview of how educational research and policy can be connected to critical race theory in the law. The introductory chapter to the book was written by an emerging voice in the area of Latino/Latina critical legal theory. The concluding chapter, based on an article that appeared in the Review of Research in Education (1997), also suggests salient points of research, policy, and practice for future critical scholarship on race.

Many people gave us technical assistance in preparing the manuscript, most notably Claudia Torres of QSE. Very special appreciation goes to Joyce Atkinson, whose editorial suggestions were invaluable in helping us to focus, tighten, and strengthen the manuscript. We also must acknowledge a number of other readers and advisers who provided helpful advice or critical insights during the writing and editing process. Among them, Frank Margonis and Wanda Pillow deserve special mention. Others deserving of thanks for their reading of and comments on various drafts of the chapters are the Critical Cultural Studies Group at the University of Utah; and Kevin Brady, Tim Eatman, Janet Thomas, Chris Span, Livia Morales, Dave Stovall, Erica Collins, Nora Hyland, Dionne Danns, and Alejandro Padilla, students in the critical race theory and educational policy class at the University of Illinois at Urbana-Champaign (UIUC). Matt Garica, Arlene Torres, and the members of the Latino Studies Group at the University of Illinois at Urbana-Champaign should also be acknowledged for their important feedback and criticism on a number of draft chapters. Nick Burbules and William Trent, professors in the Department of Educational Policy Studies at UIUC, provided helpful suggestions in the projects initial stages. The discussions we had with Richard Delgado of the University of Colorado School of Law were also a great asset, suggesting linkages between the legal arena and that of educational research and policy. We thank him for his support of our project. Our special thanks also to the Department of Educational Studies at the University of Utah and the Department of Educational Policy Studies at the University of Illinois at Urbana-Champaign. James D. Anderson, the department head at UIUC, provided substantial support in the form of time and funding. Other resources for completing the preparation of this book came from the Targeted Opportunities Program research funds administered by the Office of the Chancellor at UIUC.

Finally, we feel particularly privileged to have collaborated with all of the authors who contributed to this volume, who represent a wide range of scholarly interests connected to critical race theory and educational policy. As we move into the twenty-first century, we believe that civil rights in education will once again figure prominently in public policy debate. We hope this volume will spur further collective efforts linking educational research, practice, and law, toward the achievement of social justice for people of color in education.

We also would like to thank Taylor and Francis, publisher of the International Journal of Qualitative Studies in Education, for permitting us to republish the following articles that first appeared in vol. 11, no. 1 (1998) of this journal. They are:

Just What Is Critical Race Theory and Whats It Doing in a Field Like Education?, by Gloria Ladson-Billings (pp. 724)

Chicana/o Power!: Epistemology and Methodology for Social Justice and Empowerment in Chicana/o Communities, by Marc Pizarro (pp. 4356)

Formations of Mexicananess: Trenzas de identidades mltiples / Growing Up Mexicana: Braids of Multiple Identities, by Francisca E. Gonzlez (pp. 81102)

Toward a Definition of a Latino Family Research Paradigm, by Nitza M. Hidalgo (pp. 103120)

Research Methods As a Situated Response: Toward a First Nations Methodology, by Mary Hermes (pp. 137154)