TY - JOUR
AU - Bernal, Dolores Delgado
AB - 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.
TI - Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies: Recognizing Students of Color as Holders and Creators of Knowledge
JF - Qualitative Inquiry
DO - 10.1177/107780040200800107
DA - 2002-02-01
UR - https://www.deepdyve.com/lp/sage/critical-race-theory-latino-critical-theory-and-critical-raced-paMcCb0voy
SP - 105
EP - 126
VL - 8
IS - 1
DP - DeepDyve
ER -