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 Twelve: Disrupting the Dissertation, Phenomenologically Speaking: A Reflexive Dialogue Between Advisor-Advisee
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Disrupting THE Dissertation, Phenomenologically Speaking
A Reflexive Dialogue Between Advisor-Advisee
HILARY E. HUGHES & MARK D. VAGLE
To seek new epistemological and methodological avenues demands that we chart new paths rather than constantly return to well-worn roads and point out that they will not take us where we want to go.
TIERNEY, 1998, P. 68
DISSERTATION DEFENSE: MARCH 2011, ATHENS, GA
“We have time for one more question,” my advisor, Mark, says as he looks around the room at the three other members on my dissertation committee and the ten people who have come to support me. I feel my fatigued body slowly releasing into itself. One more question and all of this will finally be over.
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