Disrupting Qualitative Inquiry | Possibilities and Tensions in Educational Research

Ruth Nicole Brown (u. a.)

ISBN 10: 1433123118 / ISBN 13: 9781433123115

Edité par Peter Lang, 2014

A propos de cet article

Disrupting Qualitative Inquiry | Possibilities and Tensions in Educational Research | Ruth Nicole Brown (u. a.) | Taschenbuch | 308 S. | Englisch | 2014 | Peter Lang | EAN 9781433123115 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.

N° de réf. du vendeur 104923331

Détails bibliographiques

• Titre: Disrupting Qualitative Inquiry | Possibilities and Tensions in Educational Research
• Éditeur: Peter Lang
• Date de parution: 2014
• Langue: anglais
• ISBN à 10 chiffres: 1433123118
• ISBN à 13 chiffres: 9781433123115
• Reliure: Taschenbuch
• État de l'article: Neu
• Dimensions: 225 L x 150 H x 17 P (en millimètres) 225 millimètres de largeur par 150 millimètres de hauteur par 17 millimètres de profondeur
• Poids: 435 grammes
• Catalogues du vendeur:
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Synopsis

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.

À propos de l?auteur

Ruth Nicole Brown (PhD in Political Science from the University of Michigan, Ann-Arbor) is an assistant professor of social and cultural foundations of educational policy and gender studies with a joint appointment in the Departments of Education Policy, and Organizational Leadership and Gender and Women's Studies. Among other books and articles, she is the author of the forthcoming title Hear Our Truths : The Creative Potential of Black Girlhood. Rozana Carducci (PhD in Higher Education and Organizational Change from ULCA) is an assistant professor of higher education in the Department of Educational Leadership and Policy Analysis at the University of Missouri. Dr. Carducci is co-author of the ASHE Higher Education Report, Qualitative Inquiry for Equity in Higher Education : Methodological Innovations, Implications, and Interventions (2012). Candace Kuby (PhD in Literacy, Culture and Language Education from Indiana University) is an assistant professor of early childhood education in the Department of Learning, Teaching and Curriculum at the University of Missouri. She is the author of the forthcoming title Moments of Consciousness-Raising : Personal Narratives that Influence Critical Literacy Teaching.