Possibilities and Tensions in Educational Research
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.
As we are now well into the twenty-first century, a new generation of critical qualitative researchers have entered academia. As graduate students, most of these early career scholars have had the opportunity to work with older colleagues who have spent their careers practicing qualitative, feminist, poststructural, postcolonial, or other forms of research that have never been valued broadly in the academy either epistemologically or methodologically. This earlier generation dealt with faculties who were, most commonly, powerful senior-level white males, who believed in scientific truth and method. These faculty members, who were also predominately post-positivist and believers in inferential statistics/measurement, often dismissed and disrespected those who conducted qualitative research of any type. Further, the work of women and people of color has for the past 30 years often been treated with disdain and disregarded as if it were not legitimate, even when it did follow traditional, post-positivist structures and practices. This earlier generation stood up literally every day of their careers for diversity in research, even arguing for basic introductory qualitative research courses, as well as for the acceptance of feminist, critical, and postcolonial dissertations. At this point, many books (and book series) have been constructed and published, as well as qualitative and critical scholarly journals that serve as outlets for scholarly work that literally did not exist for the first generation.
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