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Qualitative research for education: An introduction to theories and methods

Affirming Diversity: The Sociopolitical Context of Multicultural Education

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Teaching to Transgress: Education as the Practice of Freedom

This article uses three tenets of critical race theory to critique the common pattern of teacher education focusing on preparing predominantly White cohorts of teacher candidates for racially and e...

Critical Race Theory and the Whiteness of Teacher Education

In The Report of the AERA Panel on Research and Teacher Education, Cochran-Smith and Zeichner's (2005) review of studies in the field of teacher education revealed that many studies lacked theoreti...

Critical Race Theory and Interest Convergence as Analytic Tools in Teacher Education Policies and Practices

The intellectual product of the minority feminist scholar should incorporate in a formal fashion the ethical and moral consciousness of minority women, their aspirations, and their quest for liberation. Her partisanship and advocacy of a minority feminist jurisprudence should be frankly acknowledged and energetically defended. Because her scholarship is to be grounded in the material and ideological realities of minority women and in their cultural and political responses, its operative premises must necessarily be dynamic and primarily immanent; as the lives of minority women change, so too should the analysis. --Regina Austin (1995, p. 426) The above quote is extracted from legal scholar Regina Austin's 1995 article, "Sapphire Bound!" In the article Austin calls for minority female scholars in the legal field to straightforwardly, unapologetically, and strategically use their intellectual pursuits to advocate on behalf of poor and working class minority women. At-risk of being stereotypically identified and labeled as overly aggressive, overbearing, loud, audacious, or in other words, the "angry Black woman" (e.g. a bitch), Austin encourages minority female scholars to redefine the Sapphire stereotype to testify to the social and political circumstances impacting minority women. She believes that legal scholars, like herself, embody the necessary attitude and agency it takes to bear the burden of collective struggle alongside, with, and on behalf of other minority women. The legal scholar suggests that collective struggle is overdue considering the marginalization of poor minority women, especially of Black women, in the U.S. political economy. Even though Austin is arguing from the perspective of a woman of color, with experience and interest in the legal field, her comments are also relevant to conceptual, theoretical, methodological, and pedagogical efforts in the field of education. In this article, we are mainly concerned with Austin's (1995) personal and professional insights for its implications and relevancy to urban girls, in particular, African American girls being schooled in urban school communities. There is a need for more scholarship in the field of education that looks at the educational experiences and schooling processes of African American girls. Because feminist epistemologies tend to be concerned with the education of White girls and women, and raced-based epistemologies tend to be consumed with the educational barriers negatively effecting Black boys, the educational needs of Black girls have fallen through the cracks (Evans-Winters, 2005). Like Austin suggests above, there is a need for more minority female scholars in the field of education and other related areas, to directly confront, unabashedly, the social and educational needs of minority girls of color. Female scholars of color have documented the unique challenges young Black women encounter in many of our urban schools, due to their raced, classed and gendered status. Research with Black Girls in Mind Fordham (1993) has suggested that students and school officials alike have stereotyped African American girls as loud, aggressive and masculine. However, Fordham suggests that many Black girls have embraced a loud and tough persona in order to be heard and not overlooked in classrooms and school buildings that tend to ignore them and marginalize them as students. In later work, based on data from ethnographic work at a U.S. high school, Fordham (1996) made the claim that high achieving Black girls and their male counterparts may take on a race-less persona to attain academic success. A race-less persona refers to the absence of behavioral and attitudinal characteristics related to a particular race; thus, Fordham's claims have suggested that Black high achieving students do well because they reject an ascribed Black identity. In contrast to Fordham's (1993; 1996) findings, Carla O'Connor concludes in her research findings that high achieving African American girls actually embrace a strong positive Black female identity. …

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Other People's Daughters: Critical Race Feminism and Black Girls' Education.

In this updated volume of "Teaching Black Girls: Resiliency in Urban Classrooms", Venus E Evans-Winters uses qualitative research methods to interpret and discuss school resilience in the lives of African American female students The book demonstrates how these girls are simultaneously one of the most vulnerable, and one of the most resilient group of students "Teaching Black Girls" implements alternative approaches to the study of the intersection of race, class, and gender on schooling, deliberately highlighting how students growing up and attending schools in urban neighborhoods are educationally resilient in the face of adversity Through dialogue and self-reflection, the author and participants in the ethnographic study documented here reconstruct and tell stories of resilience to derive practice that is both gender and culturally relevant "Teaching Black Girls" has research and practice implications for graduate students, advanced pre-service teachers, and school practitioners

Teaching Black Girls: Resiliency in Urban Classrooms

The authors use critical race theory (CRT) and critical race feminism (CRF) as a lens for analyzing and grappling with White students’ resistance to learning about and deconstructing systems of oppression. The authors build on the work of critical scholars whose work exposes the ways in which White pre‐service teachers resist counter‐hegemonic pedagogical approaches and subject matter. In the so‐called ‘post‐racial’ era, these ways of resisting have become more virulent and structural in nature, thereby institutionalizing racism. Included in the article are excerpts from the authors’ end of the academic year teaching evaluations. The excerpted comments serve as evidence that students use evaluations as weapons to speak back to and against, not only to anti‐racist philosophies, but counter‐hegemonic narratives that represent the diversity of their future teaching experiences. Both faculty members are formally trained in social work, multicultural education, and educational policy. Finally, using CRT and CR...

The aesthetics of white racism in pre‐service teacher education: a critical race theory perspective

This paper presents the views and educational experiences of two African American female scholars, from a critical race and black feminist theorist perspective, teaching in the area of social justice to predominantly white female pre-service teachers. These testimonies reveal the struggles encountered by these scholars when engaging students in a historical and contemporary examination of race, privilege, and systemic inequalities. The objectives of this paper are to expand on the literary dialogue of such resistance and attempt to bring awareness into the arenas that need the most exposure, i.e. departmental, faculty, and tenure review meetings. It is commonly written and verbalized that institutions are interested in attracting and retaining faculty of color. We argue that the ways we are supported must shift. This problem of student resistance, who they resist and why, should become open for discussion on college campuses across the nation.

The Burden of Teaching Teachers: Memoirs of Race Discourse in Teacher Education

Recently, Black women have taken the world stage in national politics, popular culture, professional sports, and bringing attention to racial injustice in policing and the judicial system. However, rarely are Black women acknowledged and highlighted for their efforts to understand the social problems confronting our generation and those generations that came before us. In the post-civil rights era, research faculty and theoreticians must acknowledge the marginalization of Black women scholars’ voices in contemporary qualitative scholarship and debates. 
Black Feminism in Qualitative Inquiry: A Mosaic for Writing our Daughter's Body engages qualitative inquiry to center the issues and concerns of Black women as researcher(s) and the researched while simultaneously questioning the ostensible innocence of qualitative inquiry, including methods of data collection, processes of data analysis, and representations of human experiences and identities. The text centers "daughtering" as the onto-epistemological tool for approaches to Black feminist and critical race data analysis in qualitative inquiry. 
Advanced and novice researchers interested in decolonizing methodologies and liberatory tools of analysis will find the text useful for cultural, education, political, and racial critiques that center the intersectional identities and interpretations of Black women and girls and other people of color. Daughtering as a tool of analysis in Black feminist qualitative inquiry is our own cultural and spiritual way of being, doing, and performing decolonizing work.

Venus E. Evans-Winters

Papers

Other People's Daughters: Critical Race Feminism and Black Girls' Education.

Teaching Black Girls: Resiliency in Urban Classrooms

The aesthetics of white racism in pre‐service teacher education: a critical race theory perspective

The Burden of Teaching Teachers: Memoirs of Race Discourse in Teacher Education

Black Feminism in Qualitative Inquiry: A Mosaic for Writing Our Daughter's Body