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 Six: Crystallization as a Methodology: Disrupting Traditional Ways of Analyzing and (Re)presenting Through Multiple Genres
| 129 →
Crystallization AS A Methodology
Disrupting Traditional Ways of Analyzing and (Re)presenting Through Multiple Genres
CANDACE R. KUBY
Walking down the staircase, to a brown, dark basement, I felt a sense of wonderment. I had not been to this part of the building before and was curious as to what I’d find. My elementary school was a citywide magnet school, whereby students had to meet particular requirements to attend. The building was near the downtown area of our medium-size southern city. The neighborhood was full of old houses and businesses; some might consider it “run down.” Most all of my peers were White1 and had reasonably comfortable lives with their needs (and wants) being met. Since our school was not in our neighborhoods, students were bussed-in from all over the city to attend.
On this day, I cannot remember the reason for walking down this staircase, but I vividly remember what I found. I discovered classrooms. Several classrooms. Full of children I did not recall seeing before. Children who did not ride my bus. Children who did not attend school assemblies with me. Children who did not eat lunch with me. Children who were mostly Black. Are they always down here, I wondered? Who are they? By their size, I could tell that they were younger, not in an upper elementary grade like me. It was confusing to me that their classrooms were...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.