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.
Chapter Three: Promiscuous Methodology: Breaching the Limits of Theory and Practice for a Social Science We Can Live With
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Breaching the Limits of Theory and Practice for a Social Science We Can Live With
SARA M. CHILDERS
This chapter takes on the concept of disruption to think about not only how researchers and educators can disrupt the taken-for-granted, but also how qualitative inquiry is always already a disruptive event that shakes up our thinking and ways of being in the world. Using data from a two-year ethnographic case study of a high-achieving, high-poverty high school, I discuss how I engaged what I came to think of as a promiscuous methodology. I argue that what brought about this promiscuous methodology was an affective engagement with my field site and participants, and that the materiality of research acted upon me in unexpected ways that pushed me to do my work differently, in ways that felt somehow against prescription, and therefore promiscuous. To explore this idea, I focus on how the entanglement of participants/field site/researcher/theories took on an energy of its own that affected my reading the data through two seemingly incommensurable theoretical perspectives, Critical Race Theory and Foucauldian theories of power/knowledge and discourse, to conduct a sociocultural policy analysis, or a study of policy as lived practice. The effects of analyzing the data simultaneously through these frameworks not only disrupted traditional approaches to policy analysis, but also disrupted what I perceived to be uncrossable methodological and theoretical boundaries.
Moving forward, I define...
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