The Editors: Gerardo R. López is Assistant Professor in the Department of Educational Leadership and Policy Analysis at Indiana University. Laurence Parker is Associate Professor in the Department of Educational Policy Studies at the University of Illinois at Urbana-Champaign.

«Whites, whiteness, and white racism continue to dominate U.S. education and educational research. However, few educational leaders or leading educational researchers are willing to fully engage this white dominance. In contrast, critical race theory – an epistemology, a political movement, a wide range of voices – has emerged in educational research to address and counter, to critique and dismantle white racism. Led principally by scholars of color, the emergence of critical race theory is supremely important. This excellent collection is a valuable addition to the continuing work of critical race theory. Buy this book, learn this theory, teach it to others, practice it, and end white racism.» (James J. Sheurich, Associate Professor, Department of Educational Administration, The University of Texas at Austin; Author of ‘Research Method in the Postmodern’ (1997) and ‘Anti-Racist Scholarship: An Advocacy’ (2002))«The contributors in this book raise important questions about epistemological racism, call into question the frameworks that privilege certain perspectives over others, challenging the conventional wisdom we have all taken for granted. ‘Interrogating Racism in Qualitative Research Methodology’ offers ways of seeing that have been historically excluded.» (Ruben Donato, Associate Professor of Education, and Chair of Educational Foundations, Policy, and Practice, University of Colorado at Boulder)

• Contents: Sylvia R. Lazos Vargas: Introduction: Critical Race Theory in Education: Theory, Praxis, and Recommendations – Cynthia Tyson: Research, Race, and an Epistemology of Emancipation – Melanie Carter: Telling Tales Out of School: «What’s the Fate of a Black Story in a White World of White Stories?» – Edward Buendía: Fashioning Research Stories: The Metaphoric and Narrative Structure of Writing Research About Race – Gerardo R. López: Parent Involvement as Racialized Performance – Jennifer Ng: Multicultural Education in Teacher Training Programs and Its Implications on Preparedness for Effective Work in Urban Settings – Arisve Esquivel: On Whose Terms? The (In)visibility of the Latina/o Community at the University of Illinois at Urbana-Champaign – Laurence Parker: Critical Race Theory and Its Implications for Methodology and Policy Analysis in Higher Education Desegregation – Wanda Pillow: Race-Based Methodologies: Multicultural Methods or Epistemological Shifts? – Gerardo R. López/Laurence Parker: Conclusion.

The Editors: Gerardo R. López is Assistant Professor in the Department of Educational Leadership and Policy Analysis at Indiana University. Laurence Parker is Associate Professor in the Department of Educational Policy Studies at the University of Illinois at Urbana-Champaign.

«Whites, whiteness, and white racism continue to dominate U.S. education and educational research. However, few educational leaders or leading educational researchers are willing to fully engage this white dominance. In contrast, critical race theory – an epistemology, a political movement, a wide range of voices – has emerged in educational research to address and counter, to critique and dismantle white racism. Led principally by scholars of color, the emergence of critical race theory is supremely important. This excellent collection is a valuable addition to the continuing work of critical race theory. Buy this book, learn this theory, teach it to others, practice it, and end white racism.» (James J. Sheurich, Associate Professor, Department of Educational Administration, The University of Texas at Austin; Author of ‘Research Method in the Postmodern’ (1997) and ‘Anti-Racist Scholarship: An Advocacy’ (2002))«The contributors in this book raise important questions about epistemological racism, call into question the frameworks that privilege certain perspectives over others, challenging the conventional wisdom we have all taken for granted. ‘Interrogating Racism in Qualitative Research Methodology’ offers ways of seeing that have been historically excluded.» (Ruben Donato, Associate Professor of Education, and Chair of Educational Foundations, Policy, and Practice, University of Colorado at Boulder)

• Contents: Sylvia R. Lazos Vargas: Introduction: Critical Race Theory in Education: Theory, Praxis, and Recommendations – Cynthia Tyson: Research, Race, and an Epistemology of Emancipation – Melanie Carter: Telling Tales Out of School: «What’s the Fate of a Black Story in a White World of White Stories?» – Edward Buendía: Fashioning Research Stories: The Metaphoric and Narrative Structure of Writing Research About Race – Gerardo R. López: Parent Involvement as Racialized Performance – Jennifer Ng: Multicultural Education in Teacher Training Programs and Its Implications on Preparedness for Effective Work in Urban Settings – Arisve Esquivel: On Whose Terms? The (In)visibility of the Latina/o Community at the University of Illinois at Urbana-Champaign – Laurence Parker: Critical Race Theory and Its Implications for Methodology and Policy Analysis in Higher Education Desegregation – Wanda Pillow: Race-Based Methodologies: Multicultural Methods or Epistemological Shifts? – Gerardo R. López/Laurence Parker: Conclusion.

The Editors: Gerardo R. López is Assistant Professor in the Department of Educational Leadership and Policy Analysis at Indiana University. Laurence Parker is Associate Professor in the Department of Educational Policy Studies at the University of Illinois at Urbana-Champaign.

«Whites, whiteness, and white racism continue to dominate U.S. education and educational research. However, few educational leaders or leading educational researchers are willing to fully engage this white dominance. In contrast, critical race theory – an epistemology, a political movement, a wide range of voices – has emerged in educational research to address and counter, to critique and dismantle white racism. Led principally by scholars of color, the emergence of critical race theory is supremely important. This excellent collection is a valuable addition to the continuing work of critical race theory. Buy this book, learn this theory, teach it to others, practice it, and end white racism.» (James J. Sheurich, Associate Professor, Department of Educational Administration, The University of Texas at Austin; Author of ‘Research Method in the Postmodern’ (1997) and ‘Anti-Racist Scholarship: An Advocacy’ (2002))«The contributors in this book raise important questions about epistemological racism, call into question the frameworks that privilege certain perspectives over others, challenging the conventional wisdom we have all taken for granted. ‘Interrogating Racism in Qualitative Research Methodology’ offers ways of seeing that have been historically excluded.» (Ruben Donato, Associate Professor of Education, and Chair of Educational Foundations, Policy, and Practice, University of Colorado at Boulder)

• Contents: Sylvia R. Lazos Vargas: Introduction: Critical Race Theory in Education: Theory, Praxis, and Recommendations – Cynthia Tyson: Research, Race, and an Epistemology of Emancipation – Melanie Carter: Telling Tales Out of School: «What’s the Fate of a Black Story in a White World of White Stories?» – Edward Buendía: Fashioning Research Stories: The Metaphoric and Narrative Structure of Writing Research About Race – Gerardo R. López: Parent Involvement as Racialized Performance – Jennifer Ng: Multicultural Education in Teacher Training Programs and Its Implications on Preparedness for Effective Work in Urban Settings – Arisve Esquivel: On Whose Terms? The (In)visibility of the Latina/o Community at the University of Illinois at Urbana-Champaign – Laurence Parker: Critical Race Theory and Its Implications for Methodology and Policy Analysis in Higher Education Desegregation – Wanda Pillow: Race-Based Methodologies: Multicultural Methods or Epistemological Shifts? – Gerardo R. López/Laurence Parker: Conclusion.