Given the inclusion of both research examples and reflective narratives, this book is an ideal text for adoption in introductory research design seminars as well as advanced courses devoted to theoretical and practical applications of ...
Author: Ruth Nicole Brown
Publisher: Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften
<I>Disrupting Qualitative Inquiry is an edited volume that examines the possibilities and tensions encountered by scholars who adopt disruptive qualitative approaches to the study of educational contexts, issues, and phenomena. It presents a collection of innovative and intellectually stimulating chapters which illustrate the potential for disruptive qualitative research perspectives to advance social justice aims omnipresent in educational policy and practice dialogues. The book defines -disruptive- qualitative methodologies and methods in educational research as processes of inquiry which seek to: <BR> 1) Disrupt traditional notions of research roles and relationships <BR> 2) Disrupt dominant approaches to the collection and analysis of data <BR> 3) Disrupt traditional notions of representing and disseminating research findings <BR> 4) Disrupt rigid epistemological and methodological boundaries <BR> 5) Disrupt disciplinarily boundaries and assumptive frameworks of how to do educational research<BR> Scholars and graduate students interested in disrupting traditional approaches to the study of education will find this book of tremendous value. Given the inclusion of both research examples and reflective narratives, this book is an ideal text for adoption in introductory research design seminars as well as advanced courses devoted to theoretical and practical applications of qualitative and interpretive methodologies."
This book is targeted to serve advanced graduate level methodological, inquiry, and research-creation courses across different disciplines.
Author: Mirka Koro-Ljungberg
Publisher: Peter Lang Incorporated, International Academic Publishers
List of Illustrations - List of Contributors - Maggie MacLure: Foreword - Mirka Koro-Ljungberg/Teija Löytönen/Marek Tesar: Introduction: Multiplicities of Data Encounters - Iris Duhn: Performing Data - Pauliina Rautio/Anna Vladimirova: Befriending Snow: On Data as an Ontologically Significant Research Companion - Margaret Somerville: (Becoming-with) Water as Data - Bidisha Banerjee/Mindy Blaise: Data Provocations: Disappointing, Failing, Malfunctioning - Marek Tesar/Mirka Koro-Ljungberg/Teija Löytönen - In the Beginning, There Was a Hole - Leena Rouhiainen: Traces of Breath: An Experiment in Undoing Data Through Artistic Research - Norman K. Denzin: The Wonder of It All - Sonja Arndt: (Un)becoming Data Through Philosophical Thought Processes of Pasts, Presents and Futures - Jessica Van Cleave/Sarah Bridges-Rhoads: Writing Data - Angelo Benozzo/Mirka Koro-Ljungberg: [Data within (data]-bag) Diffracted - Teija Löytönen/Marek Tesar/Mirka Koro-Ljungberg: LiteratureHoles - Jasmine B. Ulmer: Writing 'Data' Across Space, Time, and Matter - Susan Naomi Nordstrom: Spectral Data Experiment n-1 - Anne Beate Reinertsen/Ann Merete Otterstad: Immanence and Our Live Data Apology - Annette Arlander: Data, Material, Remains - Casey Y. Myers: "Whatever We Make Depends": Doing-data/Data-doing with Young Children - Karen Malone: Grappling with Data - Elizabeth DeFreitas: New Empiricisms and the Moving Image: Rethinking Video Data in Education Research - Mirka Koro-Ljungberg/Teija Löytönen/Marek Tesar: Irruptions: DataHoles
The set of textbooks we chose for that first course was Qualitative Research: The
Essential Guide to Theory and Practice (Savin-Baden and Howell Major, 2013) [
often referred to as “SBHM” for short in class and on syllabus] and Disrupting ...
Author: Candace R. Kuby
In Speculative Pedagogies of Qualitative Inquiry, the authors discuss what "inquiry" is and how we teach it — and if it is even possible to teach. With a proliferation of how-to manuals for doing qualitative research, the time is ripe for a discussion not only on what we teach (curriculum) but also how we teach (pedagogy). This book seeks to teach students to become qualitative inquirers, not with a formulaic recipe but rather by showing them how to think from a place of uncertain, (w)rest(full), relational liveliness. The authors seek to create qualitative inquiry courses that create spaces that consider our abilities to respond to, come to know (epistemology), be (ontology), and do (axiology) qualitative inquiry. Thus, a main thread of this book is (re)thinking and (re)imagining inquiry that they come to conceptualize as (in)query. The authors use both data from graduate level research courses and theoretical concepts from poststructuralism, posthumanism, and feminist "new" materialism. This book is timely in the face of a growing neoliberal academy that values prescription and repetition over innovation, thinking differently, and engaging with research. It will be an invaluable resource for graduate students looking to use qualitative inquiry in their research.
Daniel's research has primarily focused on college readiness and completion,
financial literacy, grit, and social capital. ... She is co-editor of Disrupting
qualitative inquiry: Possibilities and tensions in educational research (with Ruth
Author: Penny A. Pasque
Publisher: Taylor & Francis
Qualitative Inquiry in Higher Education Organization and Policy Research provides readers with the theoretical foundations and innovative perspectives for undertaking qualitative research to influence policy and practice discussions. Well-known chapter authors discuss innovative strategies for investigating complex problems, helping readers understand how research can consider the culture of the institution, administrative hierarchy, students, faculty, and external constituencies. From both an organizational and policy perspective, chapter pairings explore a range of methodologies, including ethnography, case study, critical qualitative inquiry, and the notion of "grit." This volume explores how qualitative inquiry can advance understanding of organizational inequities in higher education, and it offers graduate students and educational researchers the tools to improve the organizational function of institutions while contributing to meaningful change.
Brown, R. N. (2014). “She came at me wreckless!”: Wreckless theatrics as
disruptive methodology. In N. R. Brown, R. Carducci, & C. R. Kuby (Eds.),
Disrupting qualitative inquiry: Possibilities and tensions in educational research (
Author: Kamden K. Strunk
This textbook presents an integrative approach to thinking about research methods for social justice. In today's education landscape, there is a growing interest in scholar-activism and ways of doing research that advances educational equity. This text provides a foundational overview of important theoretical and philosophical issues specific to this kind of work in Section I. In Section II, readers engage with various ways of thinking about, collecting, and analyzing data, including qualitative, quantitative, and mixed methods approaches. Finally, in Section III, through case studies and research narratives, readers will learn about real scholars and their work. This book takes a wide-ranging approach to ways that various modalities and practices of research can contribute to an equity mission.
Brown, R.N., R. Carducci and C.R. Kuby (eds), (2014), Disrupting Qualitative
Inquiry: Tensions and Possibilities in Educational Research. New York: Peter
Lang. Cheek, J. (2005), 'The Practice and Politics of Funded Qualitative
Author: Rosi Braidotti
Publisher: Bloomsbury Publishing
This book addresses contemporary philosophical issues in higher education and how we can create socially just pedagogies and a socially just university. Providing a forum for thinking through how critical posthumanism, affect theory and feminist new materialisms provide a useful lens for higher education, and shows how these standpoints can benefit methods and practices of learning and teaching. Gross inequalities in higher education continue to affect pedagogical practices across geopolitical contexts and there is a need to consider new theories which call into question the commonplace humanist assumptions currently dominating the discourse around social justice in this context. However scholarship on the affective turn, critical posthumanism and new material feminisms, opens both new possibilities and responsibilities for higher education pedagogies. The approaches of this book also provide imaginative ways of engaging with current dissatisfactions with higher education, from the marketization of education, to issues of racism, discrimination and lack of diversity. Of international relevance, this collection particularly foreground southern contexts and case studies, such as the student activism in South African universities that has sparked a global project of decolonization and social justice in educational institutions. This book is an urgent call to reconceptualize, rethink and reconfigure pedagogies in higher education and the implications for future citizenship and social participation.
In contexts where there is increasing acknowledgement of the need for
individuals and voices to be heard, the potential for rethinking 'methods' and an
opening to more disruption of research and established 'norms' of thinking and
Author: Matthew K E Thomas
Publisher: Bloomsbury Publishing
This book explores the possibilities of the relationships between theory and method as enacted in post-qualitative research. The contributors, based in Australia, Canada, the UK and USA, use theory and method to disrupt established traditions and create new and alternative possibilities for research in identity, agency, power, social justice, space, materiality, and other transformations. Using examples of recent and highly innovative research practices which meaningfully challenge taken-for-granted assumptions in education and social science, the editors and contributors open new ground for other ways of thinking about doing research in these fields. Major theoretical perspectives explored and applied include: posthumanism, poststructuralism, feminist theory, ecofeminism, new materialism, SF, and critical theory and the theorists drawn on include: Karen Barad, Gilles Deleuze and Felix Guattari, Mikhail Bakhtin, Donna Haraway, Michel Foucault, Judith Butler, Rosie Braidotti, Anna Tsing and Stacy Alaimo.
Written in a clear, conversational style, the book compels readers to think about qualitative research differently—often in creative ways—and to continuously question existing narratives and dogmas.
Author: Mirka Koro-Ljungberg
Publisher: SAGE Publications
Reconceptualizing Qualitative Research: Methodologies without Methodology calls for qualitative research that is complex, situational, theoretically situated, and yet productive. Author Mirka Koro-Ljungberg challenges ideas about data, research design, and researcher responsibility that are often taken for granted, provoking readers to rethink beliefs, paradigms, processes, and methodological frameworks. Written in a clear, conversational style, the book compels readers to think about qualitative research differently—often in creative ways—and to continuously question existing narratives and dogmas.
What are the problems to which materialist methodologies are posed as a solution? In this book, Aaron M. Kuntz maps the impact of materialism on contemporary practices of inquiry in education and the social sciences.
Author: Aaron M. Kuntz
What are the problems to which materialist methodologies are posed as a solution? In this book, Aaron M. Kuntz maps the impact of materialism on contemporary practices of inquiry in education and the social sciences. Through this work, the author challenges readers to consider inquiry as a mode of ethically engaged citizenship with implications for resisting our contemporary moment towards a more equitable future. The author engages his own inquiry as radical cartographic work, drawing forth distinctions between dialectical and dialogic formations of materialism in order to develop what he terms relational materialism—an engaged orientation to living that dwells in the entangled relations of affirmative ethics and enduring practices of resistance and refusal. Drawing upon examples from higher education, contemporary culture, and normative assumptions of governance, the author considers the potential that we might generate living alternatives to the contemporary status quo; daily practices no longer dependent on binary division or standardized calculations of what "matters." As such, the author advocates for practices of virtuous inquiry (future-orientated ethical assertions of what one should do) that orient inquiry as materially ethical activity. Despite the often-overwhelming state of inequity and exploitation in our contemporary world, Kuntz generates an affirmative ethical stance that we can become relationally different, guided by a virtuous determination to articulate inquiry as the cartographic work of disruption and imagination. This text will prove valuable to graduate students and faculty who take inquiry seriously and seek the means to understand their work as engaged in the necessary challenge for material change.
20 BIAS BIAS Two senses of this term figure prominently in criticisms of
qualitative inquiry. ... Also, the tendency to be unaware of how one's interactions
in a field site threaten, disrupt, create, or sustain patterns of social interaction
might result ...
Author: Thomas A. Schwandt
Now with 70 additional terms as well as a Reader′s Guide, key references have been updated and several terms and phrases from previous editions have been reorganized and expanded. Students and teachers will find this book a very useful resource for navigating various perspectives on qualitative inquiry and as a starting point for launching their own investigations into the issues covered in this guide.
What will be done at the site during the research study? How much time will be
spent at the site by the researchers? • Will the researcher's presence be
disruptive? • How will the results be reported? • What will the gatekeeper, the
Author: John W. Creswell
The Second Edition of this bestselling text once again explores the philosophical underpinnings, history, and key elements of each of five qualitative inquiry traditions: narrative research, phenomenology, grounded theory, ethnography, and case study. Written in an accessible style, this book relates research designs to each of the traditions of inquiry. The author compares theoretical frameworks, ways to employ standards of quality, and strategies for writing introductions to studies, collecting data, analyzing data, writing a narrative, and verifying results. New to the Second Edition: - Broader coverage of narrative research - Updated coverage of data analysis, which accounts for programs like Atlas.ti and NVivo, and discusses counting codes more fully - More specific steps for doing research within each tradition
We argue that dominant traditions of qualitative inquiry fail to address the
fundamental philosophical underpinnings of in/equity ... disrupt the disciplining
discourse regimes of academic capitalism and scientifically based educational
Author: Penny Pasque
Publisher: John Wiley & Sons
Join the dialogue on the future of qualitative inquiry for equity in higher education. Beginning with the premise that equity is of paramount concern in the study of higher education, this text explores the promise and pitfalls of qualitative inquiry with respect to addressing issues of in/equity and fostering social change at micro, meso, and macro levels. Building upon contemporary qualitative higher education scholarship, the authors advance a critique of the reductive and generic conceptions of qualitative research that dominate the field and call upon scholars to examine the transformative potential embedded within critical qualitative inquiry. In addition to exploring the opportunities and tensions associated with engaging in critical qualitative inquiry, this monograph issues a call to action through intervention, describing strategies for challenging and resisting oppressive research norms that undermine the equity aims of higher education research. This is Volume 37 Issue 6 of the Jossey-Bass publication ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
This book is a “tool kit” for advancing greater gender equality and equity in higher education. It presents the latest research on issues of concern to them, and to anyone interested in a more equitable academy.
Author: Kristine De Welde
Publisher: Stylus Publishing, LLC
img src=https://www.presswarehouse.com/sites/stylus/images/choiceseal.jpg/a CHOICE 2015 Outstanding Academic Title What do women academics classify as challenging, inequitable, or “hostile” work environments and experiences? How do these vary by women’s race/ethnicity, rank, sexual orientation, or other social locations? How do academic cultures and organizational structures work independently and in tandem to foster or challenge such work climates? What actions can institutions and individuals–independently and collectively–take toward equity in the academy? Despite tremendous progress toward gender equality and equity in institutions of higher education, deep patterns of discrimination against women in the academy persist. From the “chilly climate” to the “old boys’ club,” women academics must navigate structures and cultures that continue to marginalize, penalize, and undermine their success. This book is a “tool kit” for advancing greater gender equality and equity in higher education. It presents the latest research on issues of concern to them, and to anyone interested in a more equitable academy. It documents the challenging, sometimes hostile experiences of women academics through feminist analysis of qualitative and quantitative data, including narratives from women of different races and ethnicities across disciplines, ranks, and university types. The contributors’ research draws upon the experiences of women academics including those with under-examined identities such as lesbian, feminist, married or unmarried, and contingent faculty. And, it offers new perspectives on persistent issues such as family policies, pay and promotion inequalities, and disproportionate service burdens. The editors provide case studies of women who have encountered antagonistic workplaces, and offer action steps, best practices, and more than 100 online resources for individuals navigating similar situations. Beyond women in academe, this book is for their allies and for administrators interested in changing the climates, cultures, and policies that allow gender inequality to exist on their campuses, and to researchers/scholars investigating these phenomena. It aims to disrupt complacency amongst those who claim that things are “better” or “good enough” and to provide readers with strategies and resources to counter barriers created by culture, climate, or institutional structures.
Another key point is that interpretivists do not see themselves separate from the
process of research. ... Kentucky, looks at how protective orders (e.g., restraining
orders) are obtained against spouses who pose a threat of violence or disruption.
Author: Jerry W. Willis
Foundations of Qualitative Research introduces key theoretical and epistemological concepts in an accessible and non-intimidating style replete with historical and current real-world examples employed to bring these otherwise difficult concepts to life.
Nature of the Study An ethnographic design was applied to explore the reasons
for disruptive behavior in two urban Virginia schools. This design was
appropriate because the study is an empirical inquiry that “investigates a
Author: Maloney R. Hunter-Lowe
The problem addressed in the current study was that disruptive student behavior is detrimental to learning because quality teacher-student interaction time is reduced. The purpose of this ethnographic research study was to explore relationship between disruptive behavior of students and leadership styles of teachers, parents and school leaders. Results indicated that in some cases, an individualized approach could help the K-6 elementary student by reducing their disruptive behavior. However, it was also confirmed that as part of this individualized approach, school-wide implementation might provide the level of support needed to prevent future disruptive behavioral problems as well as providing the positive role models for students to observe and emulate.
In our chronic illness meta - study , for example , we discovered that most
qualitative cardiac research has been ... more commonly applied to the study of
multiple sclerosis and HIV / AIDS than to any other equally disruptive chronic
Author: Barbara L. Paterson
This title provides step-by-step directions for how to conduct a meta-study, as well as recommendations for tools and standards for the application of this approach.
Qualitative methodology, critical autoethnography, and self-reflexivity frame this
ten year autoethnographic ... as a qualitative research methodologist when
deconstructing dominant forms of educational knowledge, disrupting the status
quo in ...
Author: Suniti Sharma
Publisher: Bloomsbury Publishing USA
While scholarship on the education of youth behind bars has largely focused on boys, more than one in three youth arrests in the USA is female, and Girls Behind Bars sets out to address this imbalance. The book offers autobiographies, life-stories, and counter-stories in order to challenge simplistic generalizations and empirical prescriptions. Girls Behind Bars provides the educational community with critical perspectives that examine empiricist epistemologies and positivist methodologies that label certain groups of girls as delinquent and mark them for punitive and corrective treatment behind bars. Sharma opens up the discussion on girls' gender, desire, and sexuality by offering a language for these issues absent in educational discourse. Finally, the book supports calls for educators and practitioners in their desire to envision and create transformative spaces that enable young girls behind bars to reclaim their education. Including a foreword by William Ayers and Bernadine Dohrn, this important and powerful book gives voice to a neglected, silenced, and misrepresented population - young girls behind bars.
Within the critical qualitative inquiry community , at least four pedagogical
stances or identities can be distinguished . ... ( 3 ) critical qualitative approaches
that disrupt and destabilize current public policy or social discourse ; and ( 4 )
Author: Norman K Denzin
What is evidence in qualitative inquiry and how is it evaluated? The interdisciplinary, international group of contributors to this volume address these questions in an attempt to create evidential criteria for qualitative work.
For many researchers the range of arts-related research seems to offer
opportunities to interrupt, disrupt, and create ... HISTORY AND CRITICAL TURNS
The field of qualitative inquiry has continued to evolve since early twentieth
Author: Maggi Savin Baden
This book outlines the principles and practices of arts-related inquiry and provides both suggestions about conducting research in the field as well as case study examples. The ideas presented here have emerged from the authors’ own experiences of undertaking arts-related research and the challenges of implementing these approaches. The book therefore draws on personal research, practice and experience to address the concerns academics increasingly appear to be voicing about developing the scholarship and practice of arts-related research. There is a need for greater attention to, and clarity on, issues of theoretical positioning, methodology and methods when conducting robust and reputable arts-related research, which this book provides.