Talk the Talk, Walk the Walk: Defining Critical Race Theory in Research

Autor/in	Hylton, Kevin
Titel	Talk the Talk, Walk the Walk: Defining Critical Race Theory in Research
Quelle	In: Race, Ethnicity and Education, 15 (2012) 1, S.23-41 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2012.638862
Schlagwörter	Research Methodology; Educational Philosophy; Critical Theory; Race; Foreign Countries; Epistemology; Guidelines; Ethics; United Kingdom + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Bildungsphilosophie; Erziehungsphilosophie; Kritische Theorie; Rasse; Abstammung; Ausland; Erkenntnistheorie; Richtlinien; Ethik; Großbritannien
Abstract	Over the last decade there has been a noticeable growth in published works citing Critical Race Theory (CRT). This has led to a growth in interest in the UK of practical research projects utilising CRT as their framework. It is clear that research on "race" is an emerging topic of study. What is less visible is a debate on how CRT is positioned in relation to methodic practice, substantive theory and epistemological underpinnings. The efficacy of categories of data gathering tools, both traditional and non-traditional is a discussion point here to explore the complexities underpinning decisions to advocate a CRT framework. Notwithstanding intersectional issues, a CRT methodology is recognisable by how philosophical, political and ethical questions are established and maintained in relation to racialised problematics. This paper examines these tensions in establishing CRT methodologies and explores some of the essential criteria for researchers to consider in utilising a CRT framework. (Contains 1 figure and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10