ERIC Number: EJ1021795
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Writing Critical Race Theory and Method: A Composite Counterstory on the Experiences of Black Teachers in New Orleans Post-Katrina
Cook, Daniella Ann; Dixson, Adrienne D.
International Journal of Qualitative Studies in Education (QSE), v26 n10 p1238-1258 2013
Using a critical race theory lens, the authors propose a way of writing race research using composite counterstories. Drawing on data from a yearlong study of school rebuilding in the time period immediately after Hurricane Katrina devastated the City of New Orleans, the authors examine the experiences of African-American educators in the school rebuilding efforts. Cook and Dixson look specifically at how composite counterstories speak back to racialized constructions of black educators that justified their post-Katrina displacement and usher in an era of school reform in which New Orleans is described as "ground zero" for the expansion of charter schools, the disempowerment of teachers' unions, and the re-organization of teacher preparation. Given the context of the research, the authors argue that researchers should consider how composite counterstories facilitate racial research and ensure the protection of research participants.
Descriptors: Race, Critical Theory, African American Teachers, Educational Change, Unions, Charter Schools, Natural Disasters, Teacher Education, Educational Research, School Construction, Teacher Attitudes, Equal Education, Unemployment, Racial Bias, Educational History, School Desegregation, Court Litigation, Elementary School Teachers, Secondary School Teachers, Teacher Dismissal, Teacher Selection, Racial Discrimination, Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Louisiana
Identifiers - Laws, Policies, & Programs: Brown v Board of Education