ABSTRACT
In the epigraph above, Gloria Anzaldúa (1990) calls on People of Color to transform the process of theorizing. This call is about epistemology-the study of sources of knowledge. Scholars such as Gloria Ladson-Billings (2000) and Dolores Delgado Bernal (1998, 2002) have asked, “Whose knowledge counts, and whose knowledge is discounted?” Throughout U.S. history, race and racism have shaped this epistemological debate (Lopez and Parker, 2003; Scheurich and Young, 1997). Indeed, it has been over a century since W. E. B. Du Bois (1903, 1989) predicted that racism would continue to emerge as one of the United States’ key social problems. Racism overtly shaped U.S. social institutions at the beginning of the twentieth century and continues, although more subtly, to affect U.S. institutions of socialization in the beginning of the twenty-first century. Researchers, practitioners, and students are still searching for the necessary tools to analyze and challenge the impact of race and racism in U.S. society.
