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.
Praise for Disrupting Qualitative Inquiry
DISRUPTING QUALITATIVE INQUIRY
“Love. Truth. Stouthearted. Intuition and hope, not exempt from struggle, controversy, and tensions, where love for infinite possibilities offset conflicts. Disrupting Qualitative Inquiry is a refreshing and timely dialogue, engaging new and old generations of critical qualitative researchers in an ongoing, ever-flowing discussion on the challenges and hope for a framework and methodology in education that does the risky, dirty, but ever-so-needed work of disruption. This energetic collection disrupts static norms of inquiry, teaching, and research practices to energize and move educational inquiry onward.”
—Blair E. Smith, Doctoral Student, Syracuse University
“In this edited collection of methodological disruption, Ruth Nicole Brown, Rozana Carducci, and Candace R. Kuby have assembled a new generation of qualitative researchers who exhibit a healthy disregard for tradition, and a willingness to explore unchartered methodological territory. The research exemplars and theoretical discussions presented in this text are sure to serve as a model for both emerging, and established scholars looking for fresh examples of how such disruptive practices work.”
—Lisa A. Mazzei, Associate Professor, University of Oregon
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