This introduction presents an overview of the special issue on critical race theory (CRT)/critical race studies (CRS) that appeared in a 2002 issue of Qualitative Inquiry. I then go on to discuss how this new set of articles builds on the previous work of CRT in connection to qualitative studies and explores the racial productivity of choices people of color make in their daily negotiations with each other and White institutions within the context of neo-liberal racism in a postracial society. What is hoped for from this special issue is that a different kind of critical race realism emerges, both in terms of critical research and methodologies as well as acts of progressive change.
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AnnammaS. A.ConnorD.FerriB. (2013). Dis/ability critical race studies (DisCrit): Theorizing the intersections of race and disability. Race Ethnicity and Education, 16, 1-31.
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BellD. A. (1992). Racial realism. Connecticut Law Review, 24, 363-379.
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Bonilla-SilvaE. (2001). White supremacy and racism in the post-civil rights era. Boulder, CO: Lynne Rienner.
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BrayboyB. M. J. (2005). Toward a tribal critical race theory in education. Urban Review, 37, 425-446.
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CarbadoD. W. (2013). Colorblind intersectionality. Signs: Journal of Women in Culture and Society, 38, 811-845.
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CarbadoD. W.GulatiM. (2003). The law and economics of critical race theory. Yale Law Journal, 112, 1757-1831.
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CarbadoD. W.GulatiM. (2013). Acting white: Rethinking race in “post-racial” America. New York, NY: Oxford University Press.
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CarterD. J. (2008). Achievement as resistance: The development of a critical race achievement ideology among black achievers. Harvard Educational Review, 78, 466-493.
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ChapmanT. K. (2007). Interrogating classroom relationships and events: Using portraitures and critical race theory in education research. Educational Researcher, 36, 156-162.
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CrenshawK. W. (2011). Twenty years of critical race theory: Looking back to move forward. Connecticut Law Review, 43, 1253-1352.
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Delgado BernalD. (2002). Critical race theory, Latino critical theory and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8, 105-126.
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DenzinN. K.LincolnY. S. (2007). The landscape of qualitative research. Los Angeles, CA: SAGE.
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DixsonA. D.RousseauC. K. (Eds.). (2006). All God’s children got a song: Critical race theory in education. New York, NY: Routledge.
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DonnerJ. K. (2005). Towards an interest convergence in education of African American football student athletes in major college sports. Race Ethnicity and Education, 8, 45-67.
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DuncanG. A. (2002). Critical race theory and method: Rendering race in urban ethnographic research. Qualitative Inquiry, 8, 85-104.
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DuncanG. A. (2005). Critical race ethnography in education: Narrative, inequality and the problem of epistemology. Race Ethnicity and Education, 8, 93-114.
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FernandezL. (2002). Telling stories about schooling: Using critical race and Latino critical theories to document Latino/Latina educational resistance. Qualitative Inquiry, 8, 45-65.
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GillbornD. (2005). Education policy as an act of white supremacy: Whiteness, critical race theory and education reform. Journal of Education Policy, 20, 485-505.
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GoldbergD. T. (2009). The threat of race: Reflections on racial neoliberalism. Malden, MA: Blackwell.
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LeongN. (2013). Racial capitalism. Harvard Law Review, 126, 2151-2226.
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