This Article Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Chapman, T. K. Search for Related Content Social Bookmarking                   What's this?

Interrogating Classroom Relationships and Events: Using Portraiture and Critical Race Theory in Education Research

Department of Curriculum and Instruction at the University of Wisconsin, Enderis Hall, P.O. Box 413, Milwaukee, WI 53210; tchapman{at}uwm.edu. Her research interests include multicultural education and desegregation reforms

This article explores the use of the methodology of portraiture and the analytic framework of critical race theory (CRT) to evaluate success and failure in urban classrooms. Portraiture and CRT share a number of features that make the two a viable pair for conducting research in urban schools. In combination, portraiture and CRT allow researchers to evoke the personal, the professional, and the political to illuminate issues of race, class, and gender in education research and to create possibilities for urban school reform as social action.

Key Words: critical race theory • methodology • portraiture

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				F. D. Beachum, A. M. Dentith, C. R. McCray, and T. M. Boyle Havens of Hope or the Killing Fields: The Paradox of Leadership, Pedagogy, and Relationships in an Urban Middle School Urban Education, March 1, 2008; 43(2): 189 - 215. [Abstract] [PDF]

				H. R. Milner IV Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen Educational Researcher, October 1, 2007; 36(7): 388 - 400. [Abstract] [Full Text] [PDF]