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Drawing on Critical Race Theory, critical educational leadership, Chicana feminism, participant action research, and political theory, it reframes learning and teaching around human relationships. The paper advances discourse analysis of dominant master narratives and uses a community of memory to generate emancipatory counternarratives tied to reclamation of public spaces such as schools.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/stepping-up-for-childhood-a-contextual-critical-methodology/599813/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/stepping-up-for-childhood-a-contextual-critical-methodology/599813.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What core methodology does the paper theorize for education?","Question",{"text":112,"@type":113},"It theorizes a contextual critical methodology that centers community experiences of systemic injustice and refocuses learning around human relationships. It integrates Critical Race Theory, critical educational leadership, Chicana feminism, participant action research, and political theory.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper define “critical” in its educational framework?",{"text":117,"@type":113},"It frames “critical” as an activity of evaluation and transformation that challenges dominating discourses in educational practice and makes space for marginalized voices. The “critical” paradigm is linked to altering the master narrative.",{"name":119,"@type":110,"acceptedAnswer":120},"What role do “methodology” and the researchers’ positionality play?",{"text":121,"@type":113},"“Methodology” is treated as more than tools or instruments; it includes the researchers’ epistemological stance and positionality. 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We propose a discourse analysis of the dominant, master narrative and incorporation of a community of memory to provide emancipatory counternarratives that provide members with avenues toward territorialization and reclamation of communal spaces such as public schools. Finally, we present four potential sites of this critical methodology to be activated in response to North Carolina’s educational crises, including NC Senate Bill 8 (Charter School law), the Read to Achieve law, the Teacher of the Year awards, and NC General Statute 95-98.  \nKeywords: injustice, critical methodology, Chicana, participant action research, rasquachismo, feminism, communities of practice, counternarrative, educational leadership, territorialization  \nWe begin this article by examining the terms “critical” and “methodology.” We center the term“critical” within the paradigm of Critical Race Theory and Critical Multicultural Education, wherein the word is tied to activity and transformation. We draw upon Delgado Bernal and frame“critical” specifically as a challenge to dominating discourses of educational practice that marginalize and suppress the voice of certain groups. 1 As children of two revolutionary moments (the Black Power movement in Detroit in the 1970s and the EZLN (or Zapatista) movement of the 1990s), we position ourselves as proponents of transformation, arguing that “critical” presents an exact and careful evaluation that promotes an inclusive turning point that might be fraught with danger for business-as-usual, status quo apologists. As Critical Race Theory and Critical Multicultural Education implement an active verb within the context of “critical,” this epistemology maintains a direct connection with transformation and alteration of the dominant Master Narrative paradigm.  \nIn a similar way,“methodology” is more than a listing of research tools and instruments, and incorporates the epistemological stance of the researchers. While surveys, narratives, obser-  \n1. Delores Delgado Bernal,“Using a Chicana Feminist Epistemology in Educational Research,” Harvard Educational Review 68 (1998): 555-581.  \n222 Kyriacopoulos & Sánchez—Stepping Up for Childhood  \nvations, or analyses are important,“methodology” must include the often unmentioned positionality of the researchers and their approach to a specific subject of study.“Methodology” can be a listing of the techniques used to gather data, confusing “method” with epistemological “methodology.” Taking direction from Delgado Bernal’s case for raced-gendered epistemologies, we situate critical methodology within a contextual, living setting. Rather than spending time discussing differences between qualitative or quantitative methods, we argue that research itself must reflect the community of study and the scholar involved. We elevate the importance of particularities,2 which can only be apprehended through listening, observing, participating, and evocation ofcommunity of memory.3 In doing so, we push against the colonization of research by theories and methodologies that separate the researcher from the community, and focus on relationships.  \nThis approach challenges the tradition established by the Frankfurt School, which privileged class as the unit of analysis with little attention to gender or race, and focused its methodology on critiquing the impact the means of production have on social arrangements, relationships, and cultural production. An interes","cbCaipXHPqtictV3","https://ap.wps.com/l/cbCaipXHPqtictV3","pdf",592119,18,"English","# Abstract\n# Defining “Critical” and “Methodology”\n## Critical as transformation in Critical Race Theory\n## Methodology as positionality and community of memory\n# Methodological challenges and theoretical context\n## Critique of Frankfurt School and dualist epistemology\n## Community, antidualism, and embodied epistemology\n# Context and research orientation","[{\"question\":\"What core methodology does the paper theorize for education?\",\"answer\":\"It theorizes a contextual critical methodology that centers community experiences of systemic injustice and refocuses learning around human relationships. It integrates Critical Race Theory, critical educational leadership, Chicana feminism, participant action research, and political theory.\"},{\"question\":\"How does the paper define “critical” in its educational framework?\",\"answer\":\"It frames “critical” as an activity of evaluation and transformation that challenges dominating discourses in educational practice and makes space for marginalized voices. The “critical” paradigm is linked to altering the master narrative.\"},{\"question\":\"What role do “methodology” and the researchers’ positionality play?\",\"answer\":\"“Methodology” is treated as more than tools or instruments; it includes the researchers’ epistemological stance and positionality. The paper argues research should reflect the community of study and the scholar involved through listening, observing, participating, and evocation of a community of memory.\"}]","Stepping Up for Childhood: A Contextual Critical Methodology | PDF",1792089491,45]