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eng Laurence Parker Rodriguez, Dalia 2015-09-25T19:54:03Z 2015-09-25T19:54:03Z 10000-01-01 2005 2005 This method can provide us with useful insights into analyzing the role of schools for the marginalized. Drawing upon CRT, I bring forth an alternative epistemological way of looking at the reality of students of color. If educational research is to change, then we must rewrite epistemology and create new ways of thinking, analyzing, and legitimating this knowledge. Made available in DSpace on 2015-09-25T19:54:03Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3182364.pdf: 9269147 bytes, checksum: e73b84651f06131abaa1ab689b5967ca (MD5) Previous issue date: 2005 Embargo set by: Seth Robbins for item 81130 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 192 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2005. http://hdl.handle.net/2142/79848 (MiAaPQ)AAI3182364 Education, Higher The Infinite Maze: Students of Color in a Predominantly White University text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.