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 Thirteen: Methodological Freedom: A Journey
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“As a person of color, I think you are too close to the subject matter, too close to do good research on students of color.”
“We would like you to apply for our position opening, but we would require that you do traditional empirical work until you are awarded tenure, and at that point you will be able do more conceptual and theoretical work.”
“We don’t want you to do more arts-based work until you get tenure because we don’t know how to evaluate it and we don’t know of any scholars outside of the institution whom we might ask to do so.”
Fig 13.1 Untitled self-portrait, 2013.
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