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Awarded the 2022 American Educational Studies Association Critics'
Choice Book Award. Centering Diverse Bodyminds in Critical
Qualitative Inquiry directly responds to the call for engaging in a
new critical qualitative inquiry with consideration to issues
related to power, privilege, voice, identity, and agency, while
examining the hegemonic power of ableism and ableist
epistemologies. The contributing authors of this edited volume
advance qualitative methods and methodological discussions to a
place where disability embodiment and the lived experience of
disability are potential sources of method and methodological
advancement. Accordingly, this book centers disability, and, in so
doing, examines methodological challenges related to normative and
ableist assumptions of doing qualitative research. The range of
chapters included highlights how there is no singular answer to
questions about qualitative method and methodology; rather, the
centering of diverse bodyminds complicates the normative desire to
create method/methodology that is "standard," versus thinking about
method and methodology as fluid, emerging, and disruptive. As an
interdisciplinary text on critical qualitative research and
disability studies with an international appeal, Centering Diverse
Bodyminds in Critical Qualitative Inquiry is valuable for graduate
level students and academics within a broad range of fields
including critical qualitative research methodologies and methods,
disability studies, cultural studies, discourse studies, education,
sociology, and psychology. Disciplines that engage in the teaching
of qualitative research methodologies and methods, particularly
those that foreground critical qualitative research perspectives,
will also find the book appealing.
This book explores how discursive psychology (DP) research can be
applied to disability and the everyday and institutional
constructions of bodymind differences. Bringing together both
theoretical and empirical work, it illustrates how DP might be
leveraged to make visible nuanced understandings of disability and
difference writ large. The authors argue that DP can attend to how
such realities are made relevant, dealt with, and negotiated within
social practices in the study of disability. They contend that DP
can be used to unearth the nuanced and frequently taken for granted
ways in which disability is made real in both everyday and
institutional talk, and can highlight the very ways in which
differences are embodied in social practices - specifically at the
level of talk and text. This book demonstrates that rather than
simply staying at the level of theory, DP scholars can make visible
the actual means by which disabilities and differences more broadly
are made real, resisted, contested, and negotiated in everyday
social actions. This book aims to expand conceptions of disability
and to deepen the - at present, primarily theoretical - critiques
of medicalization.
While some qualitative methods texts touch upon online communities
as a potential data source, show how to conduct interviews and
focus groups online, or select recording devices and analysis
software, no book to date has guided readers in the creation of a
comprehensive digital workflow for their research. By working
through each chapter in this book, readers will be able to generate
a unique digital workflow for designing and implementing their
research. The book provides a deep exploration of the relationship
between theories of technology, substantive theories, and
methodological theory, and shows how together these inform the
development of a quality research design. The authors include
vignettes-narratives written by qualitative researchers describing
cutting-edge use of digital tools and spaces-and also give examples
of published studies, which together provide practical illustration
of the content. Woven throughout is explicit attention to ethical
challenges that are likely to be faced by researchers when adopting
digital tools. The book invites readers to engage in a critical
appraisal of the role of technology in qualitative research through
reflection, conversation, and engagement with the larger community
of researchers.
Taking up a social constructionist position, this book illustrates
the social and cultural construction of autism as made visible in
everyday, educational, institutional and historical discourses,
alongside a careful consideration of the bodily and material
realities of embodied differences. The authors highlight the
economic consequences of a disabling culture, and explore how
autism fits within broader arguments related to normality,
abnormality and stigma. To do this, they provide a theoretically
and historically grounded discussion of autism-one designed to
layer and complicate the discussions that surround autism and
disability in schools, health clinics, and society writ large. In
addition, they locate this discussion across two contexts - the US
and the UK - and draw upon empirical examples to illustrate the key
points. Located at the intersection of critical disability studies
and discourse studies, the book offers a critical reframing of
autism and childhood mental health disorders more generally.
This book explores how discursive psychology (DP) research can be
applied to disability and the everyday and institutional
constructions of bodymind differences. Bringing together both
theoretical and empirical work, it illustrates how DP might be
leveraged to make visible nuanced understandings of disability and
difference writ large. The authors argue that DP can attend to how
such realities are made relevant, dealt with, and negotiated within
social practices in the study of disability. They contend that DP
can be used to unearth the nuanced and frequently taken for granted
ways in which disability is made real in both everyday and
institutional talk, and can highlight the very ways in which
differences are embodied in social practices - specifically at the
level of talk and text. This book demonstrates that rather than
simply staying at the level of theory, DP scholars can make visible
the actual means by which disabilities and differences more broadly
are made real, resisted, contested, and negotiated in everyday
social actions. This book aims to expand conceptions of disability
and to deepen the - at present, primarily theoretical - critiques
of medicalization.
This highly practical resource brings new dimensions to the utility
of qualitative data in health research by focusing on naturally
occurring data. It examines how naturally occurring data complement
interviews and other sources of researcher-generated health data,
and takes readers through the steps of identifying, collecting,
analyzing, and disseminating these findings in ethical research
with real-world relevance. The authors acknowledge the critical
importance of evidence-based practice in today's healthcare
landscape and argue for naturally occurring data as a form of
practice-based evidence making valued contributions to the field.
And chapters evaluate frequently overlooked avenues for naturally
occurring data, including media and social media sources, health
policy and forensic health contexts, and digital communications.
Included in the coverage:* Exploring the benefits and limitations
of using naturally occurring data in health research * Considering
qualitative approaches that may benefit from using naturally
occurring data * Utilizing computer-mediated communications and
social media in health * Using naturally occurring data to research
vulnerable groups * Reviewing empirical examples of health research
using naturally occurring data Using Naturally Occurring Data in
Qualitative Health Research makes concepts, methods, and rationales
accessible and applicable for readers in the health and mental
health fields, among them health administrators, professionals in
research methodology, psychology researchers, and practicing and
trainee clinicians.
This book introduces a novel approach for examining language and
communication in autism spectrum disorder (ASD) - discourse and
conversation analysis. The authors offer a set of very different
perspectives on these complex issues than are typically presented
in psychological and clinical work. Emerging from a range of social
scientific fields, discourse and conversation analysis involve
fine-grained qualitative analysis of naturally-occurring, rather
than laboratory-based, interaction, enabling broad applications.
Presented in two parts, this innovative volume first provides a set
of pedagogical chapters to develop the reader's knowledge and
skills in using these approaches, before moving to showcase the use
of discursive methods through a range of original contributions
from world-leading scholars, drawn from a range of disciplines
including sociology, academic and clinical psychology, speech and
language therapy, critical disability studies and social theory,
and medicine and psychiatry.
This edited volume demonstrates some of the potential contributions
of discourse analytic approaches to the study of education policy
and its implementation within particular policy contexts.
Contributing authors provide a range of perspectives, examining
education policy using both micro-analytic traditions and more
macro-analytic traditions. With examples of research focused on
various stages of the policy process from agenda-setting and
policy-making to implementation and media representations, this
volume will appeal to scholars engaged in research at the
intersection of education policy and discourse analysis, and to
students with specific interests in education policy and
qualitative research methods.
This book explores social constructionism and the language of
mental distress. Mental health research has traditionally been
dominated by genetic and biomedical explanations that provide only
partial explanations. However, process research that utilises
qualitative methods has grown in popularity. Situated within this
new strand of research, the authors examine and critically assess
some of the different contributions that social constructionism has
made to the study of mental distress and to how those diagnosed are
conceptualized and labeled. This will be an invaluable introduction
and source of practical strategies for academics, researchers and
students as well as clinical practitioners, mental health
professionals, and others working with mental health such as
educationalists and social workers.
This book introduces a novel approach for examining language and
communication in autism spectrum disorder (ASD) - discourse and
conversation analysis. The authors offer a set of very different
perspectives on these complex issues than are typically presented
in psychological and clinical work. Emerging from a range of social
scientific fields, discourse and conversation analysis involve
fine-grained qualitative analysis of naturally-occurring, rather
than laboratory-based, interaction, enabling broad applications.
Presented in two parts, this innovative volume first provides a set
of pedagogical chapters to develop the reader's knowledge and
skills in using these approaches, before moving to showcase the use
of discursive methods through a range of original contributions
from world-leading scholars, drawn from a range of disciplines
including sociology, academic and clinical psychology, speech and
language therapy, critical disability studies and social theory,
and medicine and psychiatry.
This book explores social constructionism and the language of
mental distress. Mental health research has traditionally been
dominated by genetic and biomedical explanations that provide only
partial explanations. However, process research that utilises
qualitative methods has grown in popularity. Situated within this
new strand of research, the authors examine and critically assess
some of the different contributions that social constructionism has
made to the study of mental distress and to how those diagnosed are
conceptualized and labeled. This will be an invaluable introduction
and source of practical strategies for academics, researchers and
students as well as clinical practitioners, mental health
professionals, and others working with mental health such as
educationalists and social workers.
This Handbook gathers together empirical and theoretical chapters
from leading scholars and clinicians to examine the broad issue of
adult mental health. The contributors draw upon data from a variety
of contexts to illustrate the multiple ways in which language as
action can assist us in better understanding the discursive
practices that surround adult mental health. Conversation and
discourse analysis are useful, related approaches for the study of
mental health conditions, particularly when underpinned by a social
constructionist framework. In the field of mental health, the use
of these two approaches is growing, with emergent implications for
adults with mental health conditions, their practitioners, and/or
their families. Divided into four parts; Reconceptualising Mental
Health and Illness; Naming, Labelling and Diagnosing; The
Discursive Practice of Psychiatry; and Therapy and Interventions;
this Handbook provides a comprehensive overview of current debates
regarding adult mental health.
A landmark publication in the field, this state of the art
reference work includes contributions from leading thinkers across
a range of disciplines on topics including ADHD, autism,
depression, eating disorders and trauma. It is an essential
resource for all those involved or interested in child mental
health.
Taking up a social constructionist position, this book illustrates
the social and cultural construction of autism as made visible in
everyday, educational, institutional and historical discourses,
alongside a careful consideration of the bodily and material
realities of embodied differences. The authors highlight the
economic consequences of a disabling culture, and explore how
autism fits within broader arguments related to normality,
abnormality and stigma. To do this, they provide a theoretically
and historically grounded discussion of autism-one designed to
layer and complicate the discussions that surround autism and
disability in schools, health clinics, and society writ large. In
addition, they locate this discussion across two contexts - the US
and the UK - and draw upon empirical examples to illustrate the key
points. Located at the intersection of critical disability studies
and discourse studies, the book offers a critical reframing of
autism and childhood mental health disorders more generally.
Expand your understanding of educational research with this
practice-first introduction. Written specifically for education
practitioners, An Introduction to Educational Research: Connecting
Methods to Practice approaches research methods from a
practice-first perspective that aligns research with professional
experiences and identifies the tools and resources readers can use
when conducting their own research. Throughout the book, the
authors illuminate complex research concepts using problems of
practice confronting educators to help readers make meaningful
connections with key concepts and research practices. The authors
present balanced coverage across research methodologies that is
linked to practice, so readers clearly see research as a tool they
can use to improve classrooms, schools, districts, and educational
organizations.
Focusing on applied conversation analysis (CA), this timely book
offers practical insights and guidelines for CA scholars studying
social interactions in institutional settings. Written in an
accessible style and packed with case studies, examples,
activities, and practical tips, the book takes readers through the
entire process of planning and carrying out an applied CA research
study. By highlighting challenges, debates, and important
questions, each chapter provides the theoretical foundation
necessary for making informed decisions at every stage of a
research project. The book is divided into three sections (context
and planning, doing a project using conversation analysis, and
disseminating your research) to mirror the research process.
Participatory performances have long been used to invite audiences
to embody, voice, and imagine the perspective of different
characters, values, and viewpoints. Performances of Research:
Critical Issues in K-12 Education provides a collection of
performative texts that retell the lived experiences of children
and youth in meaningful and engaging ways, while providing readers
with an opportunity to participate in the retelling. Performances
of Research is for faculty, graduate, and undergraduate students
who are engaged in the study of social foundations in education,
equity and social justice in education, and qualitative inquiry
methods. This book is essential reading for pre-service teachers,
classroom teachers, and faculties of education and works very well
as a textbook for a variety of courses.
Participatory performances have long been used to invite audiences
to embody, voice, and imagine the perspective of different
characters, values, and viewpoints. Performances of Research:
Critical Issues in K-12 Education provides a collection of
performative texts that retell the lived experiences of children
and youth in meaningful and engaging ways, while providing readers
with an opportunity to participate in the retelling. Performances
of Research is for faculty, graduate, and undergraduate students
who are engaged in the study of social foundations in education,
equity and social justice in education, and qualitative inquiry
methods. This book is essential reading for pre-service teachers,
classroom teachers, and faculties of education and works very well
as a textbook for a variety of courses.
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