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Critical Qualitative Research Reader
Series:
Shirley R. Steinberg and Gaile S. Cannella
This book has received the AESA (American Educational Studies Association) Critics Choice Award 2012.
This volume of transformed research utilizes an activist approach to examine the notion that nothing is apolitical. Research projects themselves are critically examined for power orientations, even as they are used to address curricular problems and educational or societal issues. Philosophical perspectives that have facilitated an understanding of issues of power are used to conceptualize research problems as well as determine methodologies. These life-experience perspectives include, but are not limited to, postcolonial and subaltern studies, feminisms, poststructuralism, cultural studies, and critical race theory. The book also examines the use of language, discourse practices, and power relations that prevent more socially just transformations. The Critical Qualitative Research Reader is an invaluable text for undergraduate and graduate classrooms as well as an important volume for researchers.
This volume of transformed research utilizes an activist approach to examine the notion that nothing is apolitical. Research projects themselves are critically examined for power orientations, even as they are used to address curricular problems and educational or societal issues. Philosophical perspectives that have facilitated an understanding of issues of power are used to conceptualize research problems as well as determine methodologies. These life-experience perspectives include, but are not limited to, postcolonial and subaltern studies, feminisms, poststructuralism, cultural studies, and critical race theory. The book also examines the use of language, discourse practices, and power relations that prevent more socially just transformations. The Critical Qualitative Research Reader is an invaluable text for undergraduate and graduate classrooms as well as an important volume for researchers.
Contents: Shirley R. Steinberg: Preface. What is critical about qualitative research? – Phil Francis Carspecken: Basic Concepts
in Critical Methodological Theory: Action, Structure and System within a Communicative Pragmatics Framework – Donald Easton-Brooks:
The Conceptual Context of Knowledge – Mirka Koro-Ljungberg: Methodology is Movement is Methodology – Carolyn M. Shields: Critical
Advocacy Research: An Approach Whose Time has Come – Margaret Somerville: The Critical Power of Place – Madeline Fox/Michelle
Fine: Circulating Critical Research: Reflections on Performance and Moving Inquiry into Action – P. L. Thomas/Renita Schmidt:
All That Jazz: Doing and Writing CQR in a Material World – Gaile S. Cannella/Yvonna S. Lincoln: Deploying Qualitative Methods
for Critical Social Purposes – Joe L. Kincheloe/Peter McLaren/Shirley R. Steinberg: Critical Theory, Critical Pedagogy, and
Qualitative Research – Kenneth Tobin: Interpretive Approaches to Multi-Level, Multi-Method, Multi-Theoretic Research – Shirley
R. Steinberg: Critical Cultural Studies Research: Bricolage in Action – David W. Jardine: A Hitherto Concealed Experience
that Transcends Thinking from the Position of Subjectivity – Kathleen deMarrais: Asking Critical Questions of Philanthropy
and its Impact on U.S. Educational Policy: Tracking the Money in School Reform – Pepi Leistyna: Maintaining a Vibrant Synergy
among Theory, Qualitative Research, and Social Activism in this Ever-Changing Age of Globalization – Jon Austin: Enlightening
the Stranger Within: (Re)viewing Critical Research From/On/In the Centre – Andrew Hickey: The Critical Aesthetic: Living a
Critical Ethnography of the Everyday – Mairi McDermott/Athena Madan: Avoiding the Missionary (Dis)position: Research Relations
and (Re)presentation – sj Miller: Flawed Visions of Democracy in the United States: Influences on Current Critical Social
Justice Research – Missy Morton: Who Will Be Heard? Qualitative Research and Legal Decisions about Facilitated Communication
– Marianne N. Bloch/Ko Eun Kim: Governing Young Children’s Learning through Educational Reform: A Poststructural Analysis
of Discourses of Best Practice, Standards, and Quality – George J. Sefa Dei/Marlon Simmons: Writing Diasporic Indigeneity
Through Critical Research and Social Method – Elizabeth McAdams Ducy/Laura M. Stough/M. Carolyn Clark: Choosing Agency in
the Midst of Vulnerability: Using Critical Disability Theory to Examine a Disaster Narrative – Timothy J. Stanley: Excluded
Narratives, Anti-racism and Historical Representation: Methodological Implications – Jessica Nina Lester: Researching the
Discursive Function of Silence: A Reconsideration of the Normative Communication Patterns in the Talk of Children with Autism
Labels – Tarquam McKenna/Davina B. Woods: An Indigenous Conversation - Artful Autoethnography - A Pre-colonized Collaborative
Research Method? – Joe L. Kincheloe/Shirley R. Steinberg: Indigenous Knowledges in Education: Complexities, Dangers, and Profound
Benefits – Ernest Morrell: Teachers as Critical Researchers: An Empowering Model for Urban Education – Amanda Benjamin: Listening
in the Liminal: The In-between Spaces of Teaching Youth About Career and Adulthood – Greg S. Goodman/Walter Ullrich/Pedro
Nava: Action Research for Critical Classroom and Community Change – Elizabeth B. Kozleski/Alfredo J. Artiles: Technical Assistance
as Inquiry: Using Activity Theory Methods to Engage Equity in Educational Practice Communities – Victoria Perselli: Teaching
in England: December 2010 – Claudia Sanchez/JoAnn Danelo Barbour: A Critical Approach to the Teaching and Learning of Critical
Social Science at the College