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In Speculative Pedagogies of Qualitative Inquiry, the authors
discuss what "inquiry" is and how we teach it - and if it is even
possible to teach. With a proliferation of how-to manuals for doing
qualitative research, the time is ripe for a discussion not only on
what we teach (curriculum) but also how we teach (pedagogy). This
book seeks to teach students to become qualitative inquirers, not
with a formulaic recipe but rather by showing them how to think
from a place of uncertain, (w)rest(full), relational liveliness.
The authors seek to create qualitative inquiry courses that create
spaces that consider our abilities to respond to, come to know
(epistemology), be (ontology), and do (axiology) qualitative
inquiry. Thus, a main thread of this book is (re)thinking and
(re)imagining inquiry that they come to conceptualize as (in)query.
The authors use both data from graduate level research courses and
theoretical concepts from poststructuralism, posthumanism, and
feminist "new" materialism. This book is timely in the face of a
growing neoliberal academy that values prescription and repetition
over innovation, thinking differently, and engaging with research.
It will be an invaluable resource for graduate students looking to
use qualitative inquiry in their research.
In Speculative Pedagogies of Qualitative Inquiry, the authors
discuss what "inquiry" is and how we teach it - and if it is even
possible to teach. With a proliferation of how-to manuals for doing
qualitative research, the time is ripe for a discussion not only on
what we teach (curriculum) but also how we teach (pedagogy). This
book seeks to teach students to become qualitative inquirers, not
with a formulaic recipe but rather by showing them how to think
from a place of uncertain, (w)rest(full), relational liveliness.
The authors seek to create qualitative inquiry courses that create
spaces that consider our abilities to respond to, come to know
(epistemology), be (ontology), and do (axiology) qualitative
inquiry. Thus, a main thread of this book is (re)thinking and
(re)imagining inquiry that they come to conceptualize as (in)query.
The authors use both data from graduate level research courses and
theoretical concepts from poststructuralism, posthumanism, and
feminist "new" materialism. This book is timely in the face of a
growing neoliberal academy that values prescription and repetition
over innovation, thinking differently, and engaging with research.
It will be an invaluable resource for graduate students looking to
use qualitative inquiry in their research.
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.
Using narrative inquiry, this book shares the author's
transformative journey as a literacy teacher/researcher examining
her experience as a White, middle-class female. The author argues
that it is not enough for teachers to implement curricula and
pedagogical strategies designed to foster inclusiveness. Instead,
teachers must look inward, questioning their personal histories,
biases, and beliefs in order to develop better self-awareness. In
this book, Kuby reflects on how her self-interrogation shaped her
interactions with 5- and 6-year-olds and influenced her critical
literacy teaching. The book discusses five key questions:
Witnessing: What Do You Do With What You See and Know? Whiteness:
How Was Curriculum Shaped by My Histories? What is a Negotiated
Critical Literacy Inquiry? "We, Them, White, Black": What Language
Should Educators Use? Can Social Action be Embodied Over Time and
Space? This practical text includes a parent questionnaire, an
example of a summer programme newsletter, and reflective exercises
for pre- and in-service teachers.
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