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This new edition of the SAGE Handbook of Qualitative Research
represents the sixth generation of the ongoing conversation about
the discipline, practice, and conduct of qualitative inquiry. As
with earlier editions, the Sixth Edition is virtually a new
volume, with 27 of the 34 chapters representing new topics or
approaches not seen in the previous edition. To mark the
Handbook’s 30-year history, we are pleased to offer a bonus PART
VI in the eBook versions of the Sixth Edition: this additional
section brings together and reprints ten of the most famous or
game-changing contributions from the previous five editions.
To care and educate our young children we must understand and
listen to them. Childhood and (Post) Colonization opens the door to
the effects of intellectual, educational, and economic colonization
of young children throughout the world. Using a postcolonial lens
on current educational practices, the authors lift those practices
out of reproducing traditional power structures and push our
thinking beyond the adult/child dichotomy into new possibilities
for the lives that are created with children. Not just as
theoretical discussion of the 'child', the actual lives of children
are brought to bear on developing a new framework for thinking
about the care and education of young children.
Critical approaches to qualitative research have made a significant
impact on research practice over the past decade. This
comprehensive volume of contemporary, original articles places this
trend in its historical context, describes the current landscape of
critical work, and considers the future of this turn. The
book-includes contributions from some of the leading qualitative
researchers on three continents;-consists of big-picture articles
that describe the dimensions of this research tradition;-situates
critical qualitative inquiry in the overall development and
landscape of qualitative research.
This book opens the door to the effects of intellectual,
educational, and economic colonization of young children throughout
the world. Using a postcolonial lens on current educational
practices, the authors hope to lift those practices out of
reproducing traditional power structures and push our thinking
beyond the adult/child dichotomy into new possibilities for the
lives that are created with children.
Those who are younger continue to be objects of injustice and
inequity; those who are younger, people of color, females, and
human beings living in poverty have never been included in
equitable performances of justice, care, respect, and fairness. The
authors in this international volume use existing social values and
institutions--and the strengths of these varied perspectives--to
address justice in ways that have not previously been considered.
The aim is to create more just worlds for those who are young--as
well as for the rest of us. The first set of chapters, Bodies,
Beings, and Relations in More Just Worlds, place at the forefront
the lives of those who are younger who are commonly situated in
positions of invisibility, disqualification, and even erasure. In
the second section, Performances of Care and Education for More
Just Worlds, the authors acknowledge that needed
(re)conceptualizations of those who are younger, along with
appreciation for human diversity and entanglements between the
so-called human and nonhuman worlds, are the foundations for more
just care and education environments. From the critique of
neoliberal reform discourses to reconceptualizing human relations
with nonhuman animal and material worlds, care and learning
environments are rethought. The set of chapters in the final
section, Stir of Echoes: 20th Century Childhoods in the 21st,
take-up the 20th century critical concerns with constructions of
"child" that have dominated and continue to govern perspectives
imposed on those who are younger. Suggestions for becoming-with
those who are younger through resources like reconceptualist
scholarship, Black and Indigenous Studies, and various posthuman
perspectives are provided throughout. Whatever the emphasis or
focus of a section or chapter, throughout the volume is the
recognition that dominant discourses (e.g. neoliberal capitalism,
conservativism, progressivism, human exceptionalism) and the
policies they create (and that facilitate them), influence
possibilities for, and limitations to, more just childhood worlds.
Therefore, each section includes chapters that address these
complex discourses and policy issues. The reader is invited to
engage with these complexities, to become-with the various texts,
and to generate unthought possibilities for childhoods in more just
worlds.
Critical approaches to qualitative research have made a significant
impact on research practice over the past decade. This
comprehensive volume of contemporary, original articles places this
trend in its historical context, describes the current landscape of
critical work, and considers the future of this turn. The
book-includes contributions from some of the leading qualitative
researchers on three continents;-consists of big-picture articles
that describe the dimensions of this research tradition;-situates
critical qualitative inquiry in the overall development and
landscape of qualitative research.
Employing Critical Qualitative Inquiry to Mount Non-Violent
Resistance engages researchers with the notion of Critical
Qualitative Inquiry (CQI) as a direct practice of resistance.
First, the authors define CQI and its criticisms; provide an
in-depth examination of the contemporary neoliberal, capitalist
patriarchal condition as requiring immediate resistance within
research locations; and discuss the theories/perspectives that have
been historically and are contemporarily useful for challenging
forms of domination. Specific examples of CQI as resistance in
response to a particular neoliberal, patriarchal, whitelash event
are then provided by a range of contributing authors. Finally,
Lincoln and Cannella address future research practices focusing on
how we make present and useful the historical scholarship, actions,
and struggles of those who have come before; how we use emergent
perspectives to construct new ways to challenge sexism, racism, and
other forms of injustice that continue to harm and destroy; and
actions that can emerge through research that lead to
transformation more broadly toward a more just world.
This second edition of Reconceptualizing Early Childhood Education
and Care-A Reader: Critical Questions, New Imaginaries & Social
Activism is a foundational text that presents contemporary
theories, debates and political concerns regarding early education
and child care around the globe. Chapter authors are leading
contributors in discussions about critical early childhood studies
over the past twenty-five years. The volume editors of
Reconceptualizing Early Childhood Education and Care are long-time
scholars in the reconceptualizing early childhood movement.
Audiences include students in graduate courses focused on early
childhood, early years, and primary education, critical childhood
studies, critical curriculum studies and critical
theories/perspectives.
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.
Kidworld contributes to an emerging field of childhood studies that
challenges disciplinary boundaries, in such fields as early
childhood education and developmental psychology, which are limited
in their beliefs and relationships with younger human beings. One
role of childhood studies is to recognize the historical-,
political-, and even power-oriented contexts that construct
childhood, giving voice to issues that have been previously ignored
and disqualified. The authors of Kidworld employ their own diverse,
global perspectives to reveal the existence of and problems with
globalization and marketing of the universal, modernist child. Such
questions as the following are addressed: How are market-driven
motives influencing the lives of (poor) children? How does the
political climate of a nation affect children's cultural,
linguistic, and educational rights? Can more just representation
for children be accomplished? Contents: Gaile S. Cannella: Global
Perspectives, Cultural Studies, and the Construction of Postmodern
Childhood Studies--Sue Books: Making Poverty Pay: Children and the
1996 Welfare Law--Sumana Kasturi: Constructing Childhood in a
Corporate World: Cultural Studies, Childhood, and Disney--Dominic
Scott: What Are Beanie Babies Teaching Our Children?--Joe L.
Kincheloe: The Complex Politics of McDonald's and the New
Childhood: Colonizing Kidworld--Janice A. Jipson/Nicholas Paley: A
Toy Story: The Object(s) of American Childhood--Mee-Ryoung Shon:
Korean Early Childhood Education: Colonization and
Resistance--Radhika Viruru: Postcolonial Ethnography: An Indian
Perspective on Voice and Young Children--Susan Grieshaber: A
National System of Childcare Accreditation: QualityAssurance or a
Technique of Normalization?--Lourdes Diaz Soto/Rene Quesada Inces:
Children's Linguistic/Cultural Human Rights--Gaile S.
Cannella/Radhika Viruru: (Euro-American Constructions of) Education
of Children (and Adults) Around the World: A Postcolonial Critique.
Employing Critical Qualitative Inquiry to Mount Non-Violent
Resistance engages researchers with the notion of Critical
Qualitative Inquiry (CQI) as a direct practice of resistance.
First, the authors define CQI and its criticisms; provide an
in-depth examination of the contemporary neoliberal, capitalist
patriarchal condition as requiring immediate resistance within
research locations; and discuss the theories/perspectives that have
been historically and are contemporarily useful for challenging
forms of domination. Specific examples of CQI as resistance in
response to a particular neoliberal, patriarchal, whitelash event
are then provided by a range of contributing authors. Finally,
Lincoln and Cannella address future research practices focusing on
how we make present and useful the historical scholarship, actions,
and struggles of those who have come before; how we use emergent
perspectives to construct new ways to challenge sexism, racism, and
other forms of injustice that continue to harm and destroy; and
actions that can emerge through research that lead to
transformation more broadly toward a more just world.
Quality rating systems discourses and practices are increasingly
dominating early childhood care and education around the globe.
These rating systems are constructed with the assumption that
universally appropriate environments can be constructed for all
those who are younger. This deterministic, ratings, and measurement
oriented perspective is consistent with neoliberal discourses that
privilege competition, accountability, consumer materialism, and
notions such as human capital; this contemporary neoliberal
condition does not support concern for the common good, democracy,
equity, justice, or diversity (unless the support can facilitate
new forms of capitalist gains). Ultimately, this is not a positive
situation for those who are younger. The chapters in this book have
two goals: (1) to provide the reader with an opportunity to engage
with some of the specific problems that result from putting forward
'quality' as a dominant construct, and (2) to generate
conversations and locations from diverse knowledges and multiple
ways of being that could lead to the rethinking of quality,
understandings of quality as a narrowing construct/practice, and/or
going beyond (and outside of) notions of quality.
Quality rating systems discourses and practices are increasingly
dominating early childhood care and education around the globe.
These rating systems are constructed with the assumption that
universally appropriate environments can be constructed for all
those who are younger. This deterministic, ratings, and measurement
oriented perspective is consistent with neoliberal discourses that
privilege competition, accountability, consumer materialism, and
notions such as human capital; this contemporary neoliberal
condition does not support concern for the common good, democracy,
equity, justice, or diversity (unless the support can facilitate
new forms of capitalist gains). Ultimately, this is not a positive
situation for those who are younger. The chapters in this book have
two goals: (1) to provide the reader with an opportunity to engage
with some of the specific problems that result from putting forward
'quality' as a dominant construct, and (2) to generate
conversations and locations from diverse knowledges and multiple
ways of being that could lead to the rethinking of quality,
understandings of quality as a narrowing construct/practice, and/or
going beyond (and outside of) notions of quality.
Reconceptualizing Early Childhood Care and Education is a
foundational text, which presents contemporary theories and debates
about early education and child care in many nations. The authors
selected are leading contributors in discussions about critical
early childhood studies over the past twenty years; the editors are
long-time scholars in the reconceptualizing early childhood
movement. Audiences include students in graduate courses focused on
early childhood and primary education, critical cultural studies of
childhood, critical curriculum studies and critical theories that
have been contested and debated and drawn from over the course of
two decades. The book is filled with recent scholarship by leading
authors in the reconceptualization and rethinking of childhood
studies and early childhood fields, who discuss foundational
debates, new imaginaries in theory and practice and activist
scholarship. A must-read for graduate students and professionals
interested in beginning or continuing critical interrogations of
current early childhood policy and reforms globally.
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