Grounded in a Critical Race Theory framework, this study explores the racial microaggressions experienced by Faculty of Color at one four-year university in California during what Bell would call a "peak of progress" for racial justice-where equity and inclusivity took center stage in the institutional agenda. We engaged a Critical Race Feminista Methodology, using group pl & aacute;ticas to gather stories of Faculty of Color from diverse racial and generational backgrounds to understand how they experienced everyday racism within the context of racial realism-the acknowledgement of the permanence of racism in U.S. society. Our findings revealed that despite the institutional focus on equity, Faculty of Color experiences with racial microaggressions were connected by threaded histories of imposed racial hierarchies, marginalization, and structural inequities. Faculty of Color across age, gender, and rank described the everyday racism that impacted academic trajectories and personal lives across time, from the late 1990s for the most senior faculty to the present for the most junior. However, we also found that faculty responded to those microaggressions through racial microaffirmations-the everyday ways People of Color affirm each other's dignity, integrity, and shared humanity that make them feel seen and supported. Indeed, we found that Faculty of Color engaged powerful strategies of racial microaffirmations with each other across generations that supported their well-being and their careers.

This article serves as an introduction to the special issue, "Critical Race Feminista Methodologies in Educational Research." We provide an overview of how we have come to understand Critical Race Feminista Methodology (CRFM) and outline several important points of consideration for those who seek to engage this approach. As co-editors we have curated this special issue to chart methodological imaginaries across generations that have come before us, and those that will follow after us. We offer our stories of coming to CRFM as co-editors, colleagues, and friends who have been collaborating, theorizing, co-authoring and dreaming together for two decades. We end with an overview of the articles included in this special issue by authors who are advancing the praxis of CRFM in educational research.

This epilogue serves as a concluding article to the Special Issue, "Critical Race Feminista Methodologies in Educational Research." The co-editors of the special issue, Lindsay Perez Huber, Veronica N. Velez and Maria C. Malagon have joined with Daniel Solorzano and Dolores Delgado Bernal to reflect on the methodological origins, ruptures, and futures of Critical Race Feminista Methodologies. We engage in these reflections through an intergenerational epilogue across three generations of scholars who have worked collectively to (re)imagine our research processes, and specifically our qualitative methodologies with and for Communities of Color.

In the introductory chapter, the editors shared how our initial focus on constructing a Handbook on 'race and higher education' shifted from the dominant neoliberal multicultural frames of diversity, access, inclusion, and retention to an explicit engagement with refusal, encompassing concepts of abolition, fugitivity, and decolonization. However, our journey was intensified by the COVID-19 pandemic and ongoing movements that catalyzed in 2020. Our initial one-year project extended to three years, shaped by global crises, personal challenges, and the more evident deterioration of modernity. These experiences fostered strong relational commitments among our group, helping us explore refusals, abolitions, and decolonizations in depth. Concluding our work, we hosted a collective gathering of Handbook contributors to reflect upon influential texts and discuss the project's evolution and future directions. Significant takeaways include the need for intergenerational healing and support, conscious de-coupling of our own interests with those of higher education, and the material, psychological, and spiritual challenges associated with genuine refusal amidst constant and rapid co-optation. This final chapter aims to encapsulate these revelations, offering insights and generative paths amongst the welcomed overgrowth of the inevitable post-university future.

This study is a review of educational scholarship that has utilized testimonio as a methodological approach. We begin with a brief overview of testimonio, highlighting its discursive subversions that align with longstanding traditions of storytelling within Communities of Color, and in critical race storytelling. We then describe how testimonio is an important tool within a broader Critical Race Feminista Methodology-a space of theorizing humanizing, anti-colonial methodological approaches that disrupt structural oppression and are guided by "a nostalgia for wholeness" (Delgado Bernal, Perez Huber, & Malagon, 2019). Testimonio as a Critical Race Feminista Methodology allows for an interweaving of Chicana feminist and critical race epistemological and theoretical tools with qualitative research methods to cultivate methodological space for convivencia, critical reflection, collective knowledge production, and healing. Through this literature review, we see how this methodology brings mutual validation, shared humanity, and imperatives of social justice to the fore, shifting our research praxis from one that reproduces the colonial project, to one that seeks to transform and lead to collective well-being.

Concerns from scholars about the exclusion of People of Color in children’s literature began in the early 20th century and continues today. The lack of children’s literature about People of Color is even more alarming in the contemporary moment, when Children of Color comprise a significant proportion of urban schools throughout the U.S. Only since the 1990’s have scholars begun to critically examine the portrayals of People of Color in children’s books. More recent research offers frameworks and methodologies for critical analyses of children’s books, namely a Critical Content Analysis that offers strategies for the examination of discursive power in literature for youth. This conceptual article theorizes how Critical Race Theory (CRT) in Education can be utilized with a Critical Content Analysis to provide a new framework for the examination of race, class, gender, (and other intersectionalities) in children’s books about People of Color— A Critical Race Content Analysis. We provide guiding principles of a Critical Race Content Analysis and analytical questions as tools for researchers and educators interested in conducting their own critical analyses of books about People of Color. Finally, we illustrate how this analysis is conducted with an example of a children’s book about immigration. This article makes important contributions to the literature on urban education that call for providing educators with tools to develop “racial literacies”.

In this article, we (re)imagine quantitative approaches in educational research to (re)evaluate our experiences as Chicana/Latina feminists, which are always inextricably both raced and gendered. Using a Chicana feminist epistemology in education, a framework that explicitly challenges the perceived objectivity and universal foundations of knowledge that undergird traditional qualitative approaches, and quantitative critical (QuantCrit) research in education, which centers how statistics have long been racist and racialized, we consider whether numbers can be race and gender conscious. We put forth a critical race feminista quantitative praxis in education through an empirical application that explores Chicana educational attainment and occupational outcomes using secondary data from the U.S. Census Bureau. We conclude with implications for educational research.

This qualitative study utilized a Critical Race Feminista approach to explore the experiences of graduate Students of Color with racial microaffirmations. Racial microaffirmations are the subtle verbal and nonverbal strategies People of Color engage that affirm each other's dignity, integrity, and shared humanity. These moments of shared cultural intimacy allow People of Color to feel acknowledged, respected, and valued in a society that constantly and perpetually seeks to dehumanize them. A Critical Race Feminista approach is grounded in Critical Race Theory (CRT) and Chicana feminist theoretical foundations. These theories guide the overall research design, and specifically, the methodological process. Four group platicas were conducted with 30 students who also participated in the co-construction of knowledge during data analysis. This analysis revealed how racial microaffirmations can be embodied experiences, as sensory forms of knowledge that connect us to shared cultural intimacies and can serve as strategies for healing from racial traumas.

(2021). Advancing Relationships among Critical Race Feministas: Maintaining Ethical Ambitions within the Coloniality of Academia. Journal of Women and Gender in Higher Education: Vol. 14, Pathways to Healing BodyMindSpirit for Latina-Identified College Students, Administrators, and Faculty in Higher Education, pp. 79-99.

The urgency of the Black Lives Matter movement, and societal inequities emerging amid the COVID-19 pandemic call researchers to better understand the implications of racism in the lives of People of Color. In this paper, we utilize Critical Race Theory (CRT) to extend theorizing on the concept of racial microaffirmations as a response to everyday systemic racism—racial microaggressions. We reframe the psychological concept of risk and protective factors to illustrate the relationship between racial microaggressions and microaffirmations. Our findings identify types of racial microaffirmations experienced by Students of Color at a public four-year institution in California. We explore how these microaffirmations are experienced and the effects they have on the students well-being.