Disrupting apartheid of knowledge: testimonio as methodology in Latina/o critical race research in education
Abstract
This article utilizes a Latina/o critical race theory (LatCrit) framework to disrupt a narrowly defined process of knowledge production in academia, informed by Eurocentric epistemologies and specific ideological beliefs. This process has created an apartheid of knowledge in academia. Disrupting this apartheid allows critical race researchers to move forward in developing methodologies that can be used in anti‐racist social justice research. This article describes the use of testimonio as methodology in a LatCrit research study. This conceptual piece will describe how theory, methodology, and epistemology led to the development, collection, and analysis of 40 testimonio interviews with undocumented and US‐born Chicana college students. Specific methodological strategies for employing testimonio in LatCrit research are also provided.
Cite this
Lindsay Pérez Huber (2009). Disrupting apartheid of knowledge: testimonio as methodology in Latina/o critical race research in education. International Journal of Qualitative Studies in Education. https://doi.org/10.1080/09518390903333863
@article{prez2009disrupting,
title = {Disrupting apartheid of knowledge: testimonio as methodology in Latina/o critical race research in education},
author = {Huber, Lindsay Pérez},
year = {2009},
journal = {International Journal of Qualitative Studies in Education},
doi = {10.1080/09518390903333863}
}Citations in this library
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