A.Loxley

B. J.Fishman

B.Means

B.Tatum

D. B.Tyack

D. G.Solórzano

D. J.Briars

D. P.Gardner

D.Bell

D.Davis

D.Ravitch

G.Ladson-Billings

J. A.Supovitz

J. R.Dolle

J.Anyon

J.Denner

J.Donnor

K. W.Crenshaw

L.Darling-Hammond

L.Tsui

M.Kovach

N. K.Denzin

N.González

N.Sabelli

R.Delgado

S.Lucas

T. C.Howard

T. K.Stanton

W. R.Penuel

W.Swap

W.Tierney

This article is about introducing Critical Race Design (CRD), a research methodology that centers race and equity at the nucleus of educational opportunities by design. First, the authors define design-based implementation research (DBIR; Penuel, Fishman, Cheng, &amp; Sabelli, 2011) as an equity-oriented education research methodology where teaching and learning is informed by robust, iterative, evidence-based research conducted by multiple stakeholders. Next, they provide a brief overview of Critical Race Theory in Education (CRT; Ladson-Billings &amp; Tate, 1995) as a theoretical and methodological approach that aims to unpack and disrupt the structural inequities experienced by disenfranchised racial groups. They then describe how both education methodologies informed CRD, our emerging anti-racist critical design methodology. Finally, they provide an example where they used CRD to design an online service-learning course that aimed to situate the narratives of underrepresented STEM professionals as a curricular resource for nondominant adolescents.</jats:p

Critical Race Design

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