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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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Chapter Nine: Picture This: Using Photography to Tell a Black Girl’s Truth


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Picture This

Using Photography to Tell a Black Girl’s Truth


Fig 9.1 Picture This!

The photo above (Figure 9.1) was taken during a Saving Our Lives, Hear Our Truths (SOLHOT) session when the girls decorated mirrors to document how they wanted others to see them. Often projected back to Black girls from a mirror is a result of what they project onto it. Black girls are often thought to be just the consumers of the images projected onto mirrors in society. However, in an attempt to create a disruption in those kinds of narratives, Black girl spaces are encouraged to engage school and community-based work where the genius of Black girls is showcased and thus, they become known as producers of mirror images and not only consumers. In this chapter, I provide an overview of a visual ethnography in the making. For the purpose of this discussion, I consider how the methods of data collection, analysis, and representation are used to disrupt status quo expectations of how photography is normally engaged with within academic research. Currently, I am writing my dissertation, which continues to be an overwhelming and yet incredibly satisfying feat. I argue that when photography is used as a data-collection ← 189 | 190 → tool and put in the hands of Black girls, what results are necessary counter- narratives to the stereotypical images of Black girls within popular culture. As...

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