Disrupting Qualitative Inquiry is an edited volume that examines
the possibilities and tensions encountered by scholars who adopt
disruptive qualitative approaches to the study of educational
contexts, issues, and phenomena. It presents a collection of
innovative and intellectually stimulating chapters which illustrate
the potential for disruptive qualitative research perspectives to
advance social justice aims omnipresent in educational policy and
practice dialogues. The book defines "disruptive" qualitative
methodologies and methods in educational research as processes of
inquiry which seek to: 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.
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