ABSTRACT
In our contemporary context, critical theory helps us identify historical patterns related to racialized identities in our social world, and can be particularly helpful when outlining and challenging disparate outcomes between social groups (Abdel-Malek, 1981; Crotty, 1998; Kincheloe & McLaren, 2002). Our contemporary social world is highly organized along racial lines, and Black critical theorists have cited the need for specifically developing and engaging theory that centers Black traditions, histories, and epistemologies. Frantz Fanon (1963/2004) is one such theorist whose work can be particularly useful in analyzing educational data. Using Fanonian ideas of metanarrative and hegemony, this chapter considers public data from a charter school. An analytic technique is developed from Fanon’s postcolonial theory.
