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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 Eleven: Advancing Disruptive Methodological Perspectives in Educational Qualitative Research Through Teaching and Learning


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Advancing Disruptive Methodological Perspectives IN Educational Qualitative Research Through Teaching AND Learning


Colleges and universities are positioned to play an instrumental role in researching and addressing inequities in the world today, including health care, educational and economic inequities, the environment, incarceration rates, drug and human trafficking, food and water sustainability, and other issues of social injustice. However, higher education institutions often fail to foster such needed social change in the current era of neo-liberalism, accountability, privatization, and reduction in state appropriations (Cannella & Miller, 2008; Giroux & Giroux 2004; Pasque, 2010; Rizvi & Engel, 2009). In Take Back Higher Education, Henry Giroux and Susan Searls Giroux (2004) conveyed an ethical call to action for individual educators, parents, students, and others to “reclaim” higher education as a democratic public sphere that works toward equality, liberty, and justice (pp. 11–12). One specific way instructors may work toward fostering social justice is through the education of researchers, practitioners, and policy makers.

In this chapter, I argue that educators have the opportunity to disrupt dominant paradigms in educational research by centering dominant and non-dominant approaches to qualitative research. For example, while it is important to introduce students to the most common five approaches to qualitative research in education—narrative research, phenomenology, grounded theory, ethnography, and case study (Creswell, 2012), it is imperative that educators expand beyond ← 227 | 228 → these five to include non-dominant methodologies, such...

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