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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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Shirley R. Steinberg & Gaile S. Cannella, General Editors



The Critical Qualitative Research series examines societal structures that oppress and exclude so that transformative actions can be generated. This transformed research is activist in orientation. Because the perspective accepts the notion that nothing is apolitical, research projects themselves are critically examined for power orientations, even as they are used to address curricular, educational, or societal issues.

This methodological work challenges modernist orientations and universalist impositions, asking critical questions like: Who/what is heard? Who/what is silenced? Who is privileged? Who is disqualified? How are forms of inclusion and exclusion being created? How are power relations constructed and managed? How do different forms of privilege and oppression intersect to affect educational, societal, and life possibilities for various individuals and groups?

We are particularly interested in manuscripts that offer critical examinations of curriculum, policy, public communities, and the ways in which language, discourse practices, and power relations prevent more just transformations. For additional information about this series or for the submission of manuscripts, please contact:

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