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Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies: Recognizing Students of Color as Holders and Creators of Knowledge
153
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0
References
2002
Year
EthnicityCritical Race TheoryEducationRacial StudySocial SciencesChicana/chicano StudentsBlack Feminist ThoughtRaceLatino/a StudiesLatino CultureRaciolinguisticsGender StudiesAfrican American StudiesCultural DiversityCritical Raced-gendered EpistemologiesEthnic StudiesLatino LiteratureCulture EducationRacial EquityBlack Feminist TheoryRacialization StudiesIntersectionalityCritical PedagogyCultureHumanitiesLatina/latino Critical TheoryLatino Critical TheoryRace Relation
The histories, experiences, cultures, and languages of students of color have long been devalued, misinterpreted, or omitted in formal education. The article applies CRT and LatCrit to show that critical raced‑gendered epistemologies recognize students of color as holders and creators of knowledge, and it discusses implications for research and practice as well as critiques of their use. The author employs CRT and LatCrit as lenses for qualitative research and compares Chicana/Chicano student experiences through Eurocentric versus critical raced‑gendered perspectives, revealing divergent views of knowledge about language, culture, and community commitment. The study offers implications for research and practice and highlights critiques of applying critical raced‑gendered epistemologies in educational research.
For too long, the histories, experiences, cultures, and languages of students of color have been devalued, misinterpreted, or omitted within formal educational settings. In this article, the author uses critical race theory (CRT) and Latina/Latino critical theory (LatCrit) to demonstrate how critical raced-gendered epistemologies recognize students of color as holders and creators of knowledge. In doing so, she discusses how CRT and LatCrit provide an appropriate lens for qualitative research in the field of education. She then compares and contrasts the experiences of Chicana/Chicano students through a Eurocentric and a critical raced-gendered epistemological perspective and demonstrates that each perspective holds vastly different views of what counts as knowledge, specifically regarding language, culture, and commitment to communities. She then offers implications of critical raced-gendered epistemologies for both research and practice and concludes by discussing some of the critiques of the use of these epistemologies in educational research.