CRiT Walking for Disruption of Educational Master Narratives

• In Event: Disrupting Qualitative Inquiry: Possibilities and Tensions of Educational Research

Abstract

Many progressive educators often seek alternative epistemological and methodological ways of seeing, thinking, and acting, which will result in the disruption of oppressive political-corporate-factory models of knowledge construction and dissemination, and toward equitable learning experiences for students across the K-20 continuum. Critical Race Theory and CRiT walking (Hughes & Giles, 2010) offer a theoretical framework through which to challenge and disrupt hegemonic, ill-informed, and blatantly racially biased epistemologies, policies, and practices that makes racialized educational settings potential sites of empowering counter-narratives and more honest discourses on several deeply systemic problems that plague the national educational enterprise. In this presentation, the authors give a full account of CRiT walking as an innovative qualitative method that challenges the predominance of white, middle-class norms, mythical colorblindness, racially codified language and culturally deficit paradigms of darker complexioned “others” as central tropes in the master narratives of “American” education.

Authors

• Mark Giles, The University of Texas - San Antonio

• Robin L. Hughes, Indiana University - Indianapolis