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Disrupting Qualitative Inquiry

Possibilities and Tensions in Educational Research

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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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Acknowledgments

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Disruption and I go way back. Mariama Sesay and Tiffany Davis have been my best friends since forever, and together we became skilled in rule-breaking and resistance. I received superior training in positivist, interpretivist, and arts-based methods from masters of their craft, including political scientist/methodologist Martha Feldman, political scientist/organizer Greg Markus, filmmaker Carol Jacobsen, anthropologist Ruth Behar, playwright OyamO, director Glenda Dickerson, and drama professor Mbala Soka Di Nkanga. Charlie Vanover and I took many courses together, and it’s been an honor to remain friends and colleagues as we continue to write and perform our research. I am thankful to those who give me support and mentorship, Chantal Nadeau, Siobhan Somerville, Yoon Pak, Adrienne Dixson, Mary Weems, James Anderson, and Chris Span. I would not be able to bare the cost of doing disruptive methods if it were not for my colleagues and friends, Christina DeNicolo, Aisha Durham, Melynda Price, Mimi Nguyen, Fiona Ngô, Dustin Allred, Soo Ah Kwon, Lisa Cacho, David Coyoca, Isabel Molina-Guzmán, Ian Sprandel, Steve Hocker, Zenzele Isoke, Karen Flynn, Will Mitchell, Bettina Love, Roxana Marachi, Michelle Tellez, Dorian Warren, Ferentz LaFargue, Robin Hayes, Amy Cabrera Rasmussen, and K. Nicola Williams. I am full of gratitude for those who have done, continue to do, and will do SOLHOT! Chamara Kwayke and Candy Taaffe thank you for walking the talk with me. To every student who has taken my Revolutionary Acts course, thank you for breaking routine to engage fully disruptive inquiry. May...

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