This article will provide the theoretical and conceptual grounding for forthcoming discussions regarding how critical race theory (CRT), as a discourse of liberation, can be used as a methodological and epistemological tool to expose the ways race and racism affect the education and lives of racial minorities in the United States. To that extent, the goal is threefold. First, the authors seek to adequately define CRT by situating it within a specific socio-historical context. Second, they seek to present an argument for why there is a need for CRT in educational and qualitative research. In doing so, they discuss the ways concerns regarding race and racism have or have not been addressed previously in educational research. Finally, they speculate about what lies ahead. In doing so, they fully assess the possible points of agreement and conflicts between CRT and qualitative research in education.
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