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The question of why we need to think about how we research race
demands a conceptualization of race that captures both its social
construction and its temporal evolution. We need both an
understanding of race and clarity about how we talk about it in our
design and conduct of research, and in how we interpret and apply
it in our findings. As a field, we can use research on race and
racism in education to help construct social change. Our purpose
with this volume is to underscore the persistence of the
discriminatory actions-processes-and the normalization of the use
of race (and class)-conditions-to justify the existing and growing
disparity between the quality of life and opportunity for
middle-class and more affluent Whites and that for people of color
and people of color who live in poverty. As editors of this volume,
we wonder what more we could learn and understand about the process
and condition of race if we dare to ask bold questions about race
and racism and commit to methods and analyses that respect the
experiences and knowledges of our research participants and
partners.
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