Resisting Oppressive Spaces within Paradigms
William M. Sughrua
Women of Color Presidents in the Academy
Edited by Menah Pratt-Clarke and Johanna B. Maes
A Society Beyond Blind Inclusion
(Re)Visioning Equity on College Campuses
Edited by T. Elon Dancy II
Hip-Hop Pedagogy in Urban Schools
Possibilities and Tensions in Educational Research
Edited by Ruth Nicole Brown, Rozana Carducci and Candace R. Kuby
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.
Prevention and Intervention Strategies for Our Most Vulnerable Students
sj Miller, Leslie David Burns and Tara Star Johnson
Narratives of Communal Agency in the Face of Power Asymmetry
Immigration, Motherhood and Parental Involvement is based on the vivid accounts of seven Latina immigrant women of how they learned to navigate the school system in the rural southwest of the United States. Their stories are presented within several contexts, the socio-political conditions of immigration overarching them all. The process of acquiring a new socio-cultural script offers a common frame to the narratives, which illustrate the central role of the community in finding spaces for agency in circumstances of vulnerability. As a contribution to educational theory, this book explores the official discourse of parental involvement within the broader context of social policy by pointing to a common underlying ideal parent norm across areas of policy related to family and women. It also revisits the concept of parental involvement through contrasting ideologies of motherhood, as it applies the concept of participation parity in everyday institutional interactions as a fundamental measure of social justice. Immigration, Motherhood and Parental Involvement offers deep insight into the institutionalized patterns of formal inclusion/informal exclusion in the relationship of schools with Latina immigrant mothers, even within the best intended programs. Its focus on the persistent need for the implementation of culturally and linguistically sensitive approaches to home-school relations makes this a must-read for undergraduate and graduate courses in teacher education, education leadership and sociology of education. Teachers, administrators and policymakers committed to moving away from the prevalent view of mothers as people who mainly need to be educated also need to read this book.
Edited by Andrea Gilroy
This edited volume makes a significant contribution to art therapy’s evidence base. It reports on innovative art therapy research and conveys, in an accessible and highly readable way, the lived experience of research by art therapy practitioners. Narratives describe a variety of fascinating projects – from a randomised controlled trial to research-based case studies and clinical research that draws on visual and historical methods – that demonstrate a reflexive loop which moves from practice to research and from research back into practice, showing that research is an exciting, accessible and eminently do-able activity. A collaborative approach between the editor and the contributors informs a series of commentaries about both their research findings in relation to the evidence-base of art therapy with children, adults and people with learning disabilities, and the issues that arise for clinical practices and services at the point of delivery.