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Disrupting Qualitative Inquiry

Possibilities and Tensions in Educational Research


Edited By Ruth Nicole Brown, Rozana Carducci and Candace R. Kuby

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.
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About the author(s)/editor(s)


Ruth Nicole Brown (Ph.D., political science, University of Michigan, Ann Arbor) is Associate 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 Hear Our Truths: The Creative Potential of Black Girlhood.

Rozana Carducci (Ph.D., higher education and organizational change, University of California, Los Angeles) is Assistant Professor and Coordinator of the Higher Education in Student Affairs program at Salem State University. 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 R. Kuby (Ph.D., literacy, culture, and language Education, Indiana University) is Assistant Professor of early childhood education in the Department of Learning, Teaching, and Curriculum at the University of Missouri. She is the author of Critical Literacy in the Early Childhood Classroom: Unpacking Histories, Unlearning Privilege (2013).

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