ABSTRACT
The following account seeks to document elements of Critical Race Theory (CRT) as methods that are reflective of a series of events taking place over an eleven-year period (2003-2014) as a member of a design team to create a neighborhood high school. The process of creating this account was developmental in that a broad collection of participants contributed to my methodological process. Simultaneously, I account for the collection of field notes (in design team meetings, classrooms, main offices of community organizations, community settings, homes of teachers, community residents, and design team members, etc.), interviews, informal conversations, and archival research to assemble a puzzle of complex, shifting, sometimes conflicting pieces that don’t necessarily “fit” as nice in the conventions of traditional academic research.
