Researching Race in Education

2014-06-01
 |  Education
Researching Race in Education

Author: Adrienne D. Dixon

Publisher: IAP

ISBN: 9781623966782

Category: Education

Page: 277

View: 518

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In traditional educational research, race is treated as merely a variable. In 1995, Gloria Ladson-Billings and William F. Tate, IV argued that race is under-theorized in education and called for educational researchers to pay closer attention to the relationship between race and educational inequity (Ladson-Billings and Tate, 1995). In particular, they argued, drawing on legal scholar, Derrick Bell’s notion of Racial Realism (Bell, 1995), that racialized inequities are not accidental or aberrant; rather, racialized educational inequities are the result of particular and specific policies and practices that are designed to maintain particular forms of dominance and marginalization. More specifically, Bell and later Ladson-Billings and Tate, argue that racial inequity persists despite liberal policies and legislation that were ostensibly designed to eradicate it. The Racial Realist perspective takes into the consideration the longevity and history of racism, racial inequity and White supremacy in the U.S. and serves as a mirror to reflect back the limitations of proposed policies and legislation that fail to address those issues. In this way, Critical Race Theory and the scholars who draw on CRT, view our work as an important “check and balance” in the effort toward racial equality.

Condition or Process? Researching Race in Education

2021-01-18
 |  Education
Condition or Process? Researching Race in Education

Author: Adrienne D. Dixon

Publisher: American Educational Research Association

ISBN: 9780935302868

Category: Education

Page: 262

View: 738

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The question of why we need to think about how we research race demands a conceptualization of race that captures both its social construction and its temporal evolution. We need both an understanding of race and clarity about how we talk about it in our design and conduct of research, and in how we interpret and apply it in our findings. As a field, we can use research on race and racism in education to help construct social change. Our purpose with this volume is to underscore the persistence of the discriminatory actions—processes—and the normalization of the use of race (and class)—conditions—to justify the existing and growing disparity between the quality of life and opportunity for middle-class and more affluent Whites and that for people of color and people of color who live in poverty. As editors of this volume, we wonder what more we could learn and understand about the process and condition of race if we dare to ask bold questions about race and racism and commit to methods and analyses that respect the experiences and knowledges of our research participants and partners.

Condition Or Process? Researching Race in Education

2020-04
 | 
Condition Or Process? Researching Race in Education

Author: Adrienne Dixson

Publisher:

ISBN: 0935302808

Category:

Page:

View: 457

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The question of why we need to think about how we research race demands a conceptualization of race that captures both its social construction and its temporal evolution. We need both an understanding of race and clarity about how we talk about it in our design and conduct of research, and in how we interpret and apply it in our findings. As a field, we can use research on race and racism in education to help construct social change. Our purpose with this volume is to underscore the persistence of the discriminatory actions-processes-and the normalization of the use of race (and class)-conditions-to justify the existing and growing disparity between the quality of life and opportunity for middle-class and more affluent Whites and that for people of color and people of color who live in poverty. As editors of this volume, we wonder what more we could learn and understand about the process and condition of race if we dare to ask bold questions about race and racism and commit to methods and analyses that respect the experiences and knowledges of our research participants and partners.

Researching Racism in Education

1998
 |  Discrimination in education
Researching Racism in Education

Author: Paul Connolly

Publisher:

ISBN: 0335196624

Category: Discrimination in education

Page: 0

View: 227

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* Is there a place for anti-racist politics in educational research and, if so, what should it consist of? * Can white people do meaningful research on racism and the experiences of black students? * What research methods are most appropriate in the study of racism in education? This book offers a comprehensive overview and assessment of the wide range of debates and controversies concerning the politics, theory and practice of research that have become associated with 'race' and education in recent years. It offers new and original contributions from many of the leading academics within the field together with some of the most promising and influential researchers to have recently emerged. In dealing with these debates, the book offers new lines of enquiry and alternative ways of thinking. It represents both an important text and a timely contribution to the field. The book will be of interest to a wide range of students, teachers and practitioners in education, 'race' and ethnic studies, sociology and research methods.

Researching Race in Education

2014
 |  Education
Researching Race in Education

Author: Adrienne D. Dixson

Publisher: Information Age Publishing

ISBN: 1623966779

Category: Education

Page: 0

View: 707

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A volume in Education Policy in Practice: Critical Cultural Studies Series Editors Edmund T. Hamann, University of Nebraska-Lincoln and Rodney Hopson, George Mason University In traditional educational research, race is treated as merely a variable. In 1995, Gloria Ladson-Billings and William F. Tate, IV argued that race is under-theorized in education and called for educational researchers to pay closer attention to the relationship between race and educational inequity (Ladson-Billings and Tate, 1995). In particular, they argued, drawing on legal scholar, Derrick Bell's notion of Racial Realism (Bell, 1995), that racialized inequities are not accidental or aberrant; rather, racialized educational inequities are the result of particular and specific policies and practices that are designed to maintain particular forms of dominance and marginalization. More specifically, Bell and later Ladson-Billings and Tate, argue that racial inequity persists despite liberal policies and legislation that were ostensibly designed to eradicate it. The Racial Realist perspective takes into the consideration the longevity and history of racism, racial inequity and White supremacy in the U.S. and serves as a mirror to reflect back the limitations of proposed policies and legislation that fail to address those issues. In this way, Critical Race Theory and the scholars who draw on CRT, view our work as an important "check and balance" in the effort toward racial equality.

Critical Race Theory in Higher Education: 20 Years of Theoretical and Research Innovations

2015-05-04
 |  Education
Critical Race Theory in Higher Education: 20 Years of Theoretical and Research Innovations

Author: Dorian L. McCoy

Publisher: John Wiley & Sons

ISBN: 9781119111924

Category: Education

Page: 136

View: 196

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Critical race theory (CRT) was introduced in 1995 and for almost twenty years, the theory has been used as a tool to examine People of Color’s experiences with racism in higher education. This monograph reviews the critical race literature with a focus on race and racism’s continued role and presence in higher education, including: • legal studies and history, • methodology and student development theory, • the use of storytelling and counterstories, and • the types of and research on microaggressions. The goal of the editors is to illuminate CRT as a theoretical framework, analytical tool, and research methodology in higher education. As part of critical race theory, scholars and educators are called upon to extend their commitment to social justice and to the eradication of racism and other forms of oppression. This is the 3rd issue of the 41st volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Understanding Critical Race Research Methods and Methodologies

2018-12-07
 |  Education
Understanding Critical Race Research Methods and Methodologies

Author: Jessica T. DeCuir-Gunby

Publisher: Routledge

ISBN: 9781351587617

Category: Education

Page: 202

View: 140

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Despite the growing urgency for Critical Race Theory (CRT) in the field of education, the "how" of this theoretical framework can often be overlooked. This exciting edited collection presents different methods and methodologies, which are used by education researchers to investigate critical issues of racial justice in education from a CRT perspective. Featuring scholars from a range of disciplines, the chapters showcase how various researchers synthesize different methods—including qualitative, quantitative and mixed methods, and historical and archival research—with CRT to explore issues of equity and access in the field of education. Scholars discuss their current research approaches using CRT and present new models of conducting research within a CRT framework, offering a valuable contribution to ongoing methodological debates. Researchers across different levels of expertise will find the articulations of CRT and methods insightful and compelling.

Ethics, Ethnicity, and Education

1992
 |  Cultural pluralism
Ethics, Ethnicity, and Education

Author: Mal Leicester

Publisher:

ISBN: UOM:39015025245823

Category: Cultural pluralism

Page: 240

View: 541

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This collection of essays discusses the major moral and multicultural issues facing education. Its contributors examine the separate schools debate, the establishment of democratic schools, pupils' perspectives and personal experiences, the values implicit in anti-racist, multicultural education and the preparation of teachers as moral educators. The text will be of interest to all those involved in education as well as multicultural support services and race relations groups.

Inventory of Research in Racial and Cultural Relations

1951
 |  Research
Inventory of Research in Racial and Cultural Relations

Author: University of Chicago. Committee on Education, Training, and Research in Race Relations

Publisher:

ISBN: STANFORD:36105117225404

Category: Research

Page: 792

View: 971

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Vols. 1-5, no. 1 are annotated bibliographies (with subject indexes); v.5, no. 2/3, Proceedings of the Conference on Research in Race Relations, Chicago, 1952; v. 5, no. 4, Cumulative author and subject indexes to v. 1-5, no. 1.

Handbook of Research on Educational Administration

1999-04-26
 |  Education
Handbook of Research on Educational Administration

Author: Joseph Murphy

Publisher: Jossey-Bass

ISBN: UOM:39015046395722

Category: Education

Page: 582

View: 334

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Sponsored by the American Educational Research Association In this completely revised edition of the Handbook of Research on Educational Administration, distinguished scholars draw from recent and classic studies to offer cross-disciplinary views of the most important research in K-12 education. They address the challenges that school leaders and policymakers face, the pressures that bear on their work, and the issues that they must address in order to create successful schools and districts. This comprehensive reference shows how organizational and leadership theory and practice have not only influenced, but responded to systemic changes in education--ranging from theories of learning to changing student demographics. The contributors are among the most respected researchers and thinkers in the field of educational leadership and administration. In twenty-four chapters, they examine the individual, organizational, and institutional dimensions of leadership--especially as they relate to changing views of teaching and learning, new forms of school organization and governance, and shifting trAnds in the social and community climate. The authors also pay particular attention to the changing roles and responsibilities of school administrators and the vital task of preparing new professionals for the field. Their explorations set the agAnda for future research and policy development. The Handbook of Research on Educational Administration is a vital reference for scholars, researchers, administrators, and graduate students who want to learn the fundamentals and latest findings in educational administration.

Handbook of Research on Social Inequality and Education

2019-06-28
 |  Social Science
Handbook of Research on Social Inequality and Education

Author: Wisdom, Sherrie

Publisher: IGI Global

ISBN: 9781522591108

Category: Social Science

Page: 556

View: 183

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In comparing one public school to another, discussions frequently include talk concerning the socioeconomics of a school or district, which then leads to talk about the advantages that one socioeconomic setting has over another. Educators tend to agree that low academic achievement frequently associated with a low socioeconomic status is a characteristic difficult to resolve for a population of school children. The Handbook of Research on Social Inequality and Education is a critical reference source that provides insights into social influences on school and educational settings. Featuring an array of topics including online learning, social mobility, and teacher preparation, this book is excellent for educational leaders, educational researchers, teachers, academicians, administrators, instructional designers, and teacher preparation programs.

Intersectionality in Education

2021
 |  Education
Intersectionality in Education

Author: Wendy Cavendish

Publisher: Teachers College Press

ISBN: 9780807765128

Category: Education

Page: 177

View: 845

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"Discover an innovative framework for addressing intersectionality within educational spaces designed to combat the cumulative effects of systemic marginalization due to race, gender, disability, class, sexual orientation, and other identity-based labels. Highlighting diverse ways of knowing, this book will generate insights that can inform more equitable policy analysis, research, and practice"--