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.

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: 1) Disrupt traditional notions of research roles and relationships 2) Disrupt dominant approaches to the collection and analysis of data 3) Disrupt traditional notions of representing and disseminating research findings 4) Disrupt rigid epistemological and methodological boundaries 5) Disrupt disciplinarily boundaries and assumptive frameworks of how to do educational research 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.

Autorentext

Ruth Nicole Brown (PhD in Political Science from the University of Michigan, Ann-Arbor) is an assistant professor of social and cultural foundations of educational policy and gender studies with a joint appointment in the Departments of Education Policy, and Organizational Leadership and Gender and Women s Studies. Among other books and articles, she is the author of the forthcoming title Hear Our Truths: The Creative Potential of Black Girlhood. Rozana Carducci (PhD in Higher Education and Organizational Change from ULCA) is an assistant professor of higher education in the Department of Educational Leadership and Policy Analysis at the University of Missouri. Dr. Carducci is co-author of the ASHE Higher Education Report, Qualitative Inquiry for Equity in Higher Education: Methodological Innovations, Implications, and Interventions (2012). Candace Kuby (PhD in Literacy, Culture and Language Education from Indiana University) is an assistant professor of early childhood education in the Department of Learning, Teaching and Curriculum at the University of Missouri. She is the author of the forthcoming title Moments of Consciousness-Raising: Personal Narratives that Influence Critical Literacy Teaching.

Inhalt

Contents: Ruth Nicole Brown: «She Came at Me Wreckless!» Wreckless Theatrics as Disruptive Methodology Rosario Carrillo: Reports of Illegal Activities by Research Participants: Meaning-Making Through Reflexivity, Dis-Order, and Mexican-American Studies Sara M. Childers: Promiscuous Methodology: Breaching the Limits of Theory and Practice for a Social Science We Can Live With Mark S. Giles/Robin L. Hughes: CRiT Walking for Disruption of Educational Master Narratives Nicole M. Pourchier/Teri Holbrook: Always Already Inquiry: A/r/tography as a Disruptive Methodology Candace R. Kuby: Crystallization as a Methodology: Disrupting Traditional Ways of Analyzing and (Re)presenting Through Multiple Genres Cassie F. Quigley/Nicole Beeman-Cadwallader: Beyond Scientific «Facts»: Choosing to Honor and Make Visible a Variety of Knowledge Systems David Stovall: «Bringing a Little Bit of Heaven to Humanity»: Raising Hell While Interrupting Traditional Methods for the Purpose of Justice Claudine Candy Taaffe: Picture This: Using Photography to Tell a Black Girl s Truth Z. Nicolazzo: Identity as Inquiry: Living and Researching From the Borderlands Penny A. Pasque: Advancing Disruptive Methodological Perspectives in Educational Qualitative Research Through Teaching and Learning Hilary E. Hughes/Mark D. Vagle: Disrupting the Dissertation, Phenomenologically Speaking: A Reflexive Dialogue Between Advisor-Advisee Nana Osei-Kofi: Methodological Freedom: A Journey.