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In traditional educational research, race is treated as merely a variable. In 1995, Gloria Ladson-Billings and William F. Tate, IV argued that race is under-the
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Race and Culturally Responsive Inquiry in Education examines how assumptions about race and culture have shaped US education research and the interpretation and
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Despite the growing urgency for Critical Race Theory (CRT) in the field of education, the "how" of this theoretical framework can often be overlooked. This exci