Disrupting Qualitative Inquiry: Possibilities and Tensions in Educational Research

Ruth Nicole Brown (Editor), Rozana Carducci (Editor), Candace R. Kuby (Editor)

Research output: Book/ReportBook

Abstract

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.
Original languageEnglish (US)
Place of PublicationNew York
PublisherPeter Lang
Number of pages289
ISBN (Print)9781454198222
DOIs
StatePublished - 2014

Publication series

NameCritical Qualitative Research
Volume10

Fingerprint

educational research
advanced course
methodology
educational practice
educational policy
social justice
research planning
qualitative research
dialogue
inclusion
graduate
narrative
Values
education
student

Cite this

Brown, R. N., Carducci, R., & Kuby, C. R. (Eds.) (2014). Disrupting Qualitative Inquiry: Possibilities and Tensions in Educational Research. (Critical Qualitative Research; Vol. 10). New York: Peter Lang. https://doi.org/10.3726/978-1-4539-1268-3

Disrupting Qualitative Inquiry : Possibilities and Tensions in Educational Research. / Brown, Ruth Nicole (Editor); Carducci, Rozana (Editor); Kuby, Candace R. (Editor).

New York : Peter Lang, 2014. 289 p. (Critical Qualitative Research; Vol. 10).

Research output: Book/ReportBook

Brown, RN, Carducci, R & Kuby, CR (eds) 2014, Disrupting Qualitative Inquiry: Possibilities and Tensions in Educational Research. Critical Qualitative Research, vol. 10, Peter Lang, New York. https://doi.org/10.3726/978-1-4539-1268-3
Brown RN, (ed.), Carducci R, (ed.), Kuby CR, (ed.). Disrupting Qualitative Inquiry: Possibilities and Tensions in Educational Research. New York: Peter Lang, 2014. 289 p. (Critical Qualitative Research). https://doi.org/10.3726/978-1-4539-1268-3
Brown, Ruth Nicole (Editor) ; Carducci, Rozana (Editor) ; Kuby, Candace R. (Editor). / Disrupting Qualitative Inquiry : Possibilities and Tensions in Educational Research. New York : Peter Lang, 2014. 289 p. (Critical Qualitative Research).
@book{73b4cf7f69f14825a4a818adc60ab5ab,
title = "Disrupting Qualitative Inquiry: Possibilities and Tensions in Educational Research",
abstract = "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 relationships2) Disrupt dominant approaches to the collection and analysis of data3) Disrupt traditional notions of representing and disseminating research findings4) Disrupt rigid epistemological and methodological boundaries5) Disrupt disciplinarily boundaries and assumptive frameworks of how to do educational researchScholars 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.",
editor = "Brown, {Ruth Nicole} and Rozana Carducci and Kuby, {Candace R.}",
year = "2014",
doi = "10.3726/978-1-4539-1268-3",
language = "English (US)",
isbn = "9781454198222",
series = "Critical Qualitative Research",
publisher = "Peter Lang",

}

TY - BOOK

T1 - Disrupting Qualitative Inquiry

T2 - Possibilities and Tensions in Educational Research

A2 - Brown, Ruth Nicole

A2 - Carducci, Rozana

A2 - Kuby, Candace R.

PY - 2014

Y1 - 2014

N2 - 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 relationships2) Disrupt dominant approaches to the collection and analysis of data3) Disrupt traditional notions of representing and disseminating research findings4) Disrupt rigid epistemological and methodological boundaries5) Disrupt disciplinarily boundaries and assumptive frameworks of how to do educational researchScholars 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.

AB - 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 relationships2) Disrupt dominant approaches to the collection and analysis of data3) Disrupt traditional notions of representing and disseminating research findings4) Disrupt rigid epistemological and methodological boundaries5) Disrupt disciplinarily boundaries and assumptive frameworks of how to do educational researchScholars 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.

UR - http://www.worldcat.org/oclc/871186644

U2 - 10.3726/978-1-4539-1268-3

DO - 10.3726/978-1-4539-1268-3

M3 - Book

SN - 9781454198222

T3 - Critical Qualitative Research

BT - Disrupting Qualitative Inquiry

PB - Peter Lang

CY - New York

ER -