Toward a Black Radical Tradition of Critical Quantitative Education Policy Research

• In Event: Thursday Roundtable Session 10:50 am
  In Roundtable Session: Decolonizing Research Methodologies (Table 28)

Abstract

This paper proposes a Black Radical Tradition of quantitative education policy research, a practice of love, study, and struggle (Kelley, 2018). Building from Solorzano (2005), Stage (2007) and colleagues offered a foundation by which critical quantitative research can exist, with additional iterations providing refinement (Stage et al, 2014; Wells et al, 2015). Drawing on the onto-epistemological disruption of quantification (Dixon-Roman, 2017) and the historical foundations of radical social movements (DuBois, 1899; Harney et al, 2013; Robinson, 2005), the paper addresses the epistemological dilemma between justice- and positivistic-oriented policy inquiry and challenges the onto-epistemological assumptions of positivistic policy research, providing space for engagement in movement-driven inquiry that seeks to do more than just rearrange pieces within an oppressive system.

Author

• Derek A. Houston, Southern Illinois University - Edwardsville