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Using Critical Race Theory, Paulo Freire’s Problem-Posing Method, and Case Study Research to Confront Race and Racism in Education

University of California, Los Angeles, rsmaddox{at}gseis.ucla.edu

Daniel G. Solórzano

University of California, Los Angeles

In this article, the authors use critical race theory (CRT), Paulo Freire’s problem-posing method, and case study research to introduce an alternative instructional and pedagogical methodology in teacher education. These approaches attempt to get at deep-rooted ideologies by creating a space in a social foundations course for teacher candidates to unlearn their stereotypical knowledge of race while analyzing and theorizing what it means to teach a diverse student population. When using such a methodology, the authors recommend that teacher candidates have access to a variety of cultural immersion and field experiences in communities of color. These experiences are critical to learning why they should and how they can talk about race and racism.

Qualitative Inquiry, Vol. 8, No. 1, 66-84 (2002)
DOI: 10.1177/107780040200800105


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