ABSTRACT
In this chapter, we want to identify the principles upon which antiracist research in education might be founded. The ethical dilemmas facing researchers in this field will be examined and the tensions and contradictions which currently exist between antiracist theory and practice highlighted. To bridge this gulf, we draw particularly upon the sociological insights of Gouldner (1975) and the contributions of critical theorists such as Lather (1986). We argue that their respective conceptions of research not only provide the basis for a critical appraisal of available substantive work on ‘race’ and education in the UK, but also a framework within which the following, essentially ethical, questions might be addressed. First, how can antiracist researchers reconcile their partisanship with objectivity? Second, what role (if any) should white researchers play in antiracist research? Third, what role should research play in promoting racial equality in educational access, treatment and outcome? Fourth, to what extent ought the research act itself actively challenge commonsense (for example, stereotypical, racist, populist) beliefs and perceptions? Fifth, can antiracist principles be reconciled with the need for external sponsorship and funding? Finally, what steps can be taken to facilitate the development of greater reciprocity and collaboration between the antiracist researcher and those whom she/he researches? Let us begin, however, by clarifying how we conceive of antiracist education.
