Counterstories: Disrupting whiteness and heteronormativity in educational psychology research

Abstract

In this article, we demonstrate how incorporating tenets of Critical Race Theory (CRT), in particular the centrality of race and racism, intersectionality, and counterstories, can give visibility, voice, and agency to multiple marginalized and underrepresented (MMU) teachers’ experiences while challenging majoritarian perspectives. In particular, we discuss our ontological and epistemological assumptions, which counter the objective, value-free assumptions, and how they align with the methodological approach of critical narrative inquiry. We provide useful guidelines for “how to” conduct critical research, in relating with participants, collecting data, analyzing data, and ensuring rigor of research. By showcasing why and how to humanize research, we support the educational psychology community to move forward to disrupt whiteness and heteronormativity, which is a necessary step in building scholarship where all students’ and teachers’ experiences are validated and equitably represented.