Critical Race Perspectives on Narrative Research in Education

Abstract

Critical race scholars have engaged in narrative research as a methodological approach for the last 20 years (Duncan, 2005; Parker & Lynn, 2002; Solorzano & Yosso, 2002; Solorzano & Yosso, 2001; Parker, 1998; Solorzano, 1998; Chang, 1993). However, there is no singular work that specifically addresses narrative research in education with intersectionality, a central tenet of Critical Race Theory (CRT). In this chapter we focus on the ways in which the centrality of intersectionality can prove to be important for critical race scholarship that utilizes narrative research as a methodological approach. We begin with an overview of narrative research, addressing its historical development, its definitions and types (including counterstory), and narrative research in education. A discussion of CRT, centering intersectionality, will follow. We conclude with talking points to address the usefulness of including a CRT perspective that centers intersectionality in narrative research for education.