| Employing Critical Qualitative Inquiry to Mount Nonviolent Resistance Contributor(s): Lincoln, Yvonna S. (Author), Cannella, Gaile S. (Author), Huckaby, M. Francyne (Contribution by) |
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ISBN: 197550044X ISBN-13: 9781975500443 Publisher: Myers Education Press OUR PRICE: $42.70 Product Type: Paperback - Other Formats Published: February 2019 |
| Additional Information |
| BISAC Categories: - Education | Educational Policy & Reform - Education | Philosophy, Theory & Social Aspects - Education | Higher |
| Dewey: 303.61 |
| LCCN: 2018276001 |
| Physical Information: 0.3" H x 6.1" W x 9" (0.40 lbs) 215 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: This volume engages researchers with the notion of critical qualitative inquiry (CQI) as a direct practice of resistance. As female educators and researchers who have (through our politically activist sister) been referred to as "Nasty Women" in the US presidential debates, we believe that it is our responsibility to respond through our inquiry to the violent reinscription of intersecting forms of injustice and marginalization. The purposes of this volume are therefore (1) to demonstrate personal actions taken by researchers to deal with thoughts/feelings of despair as well as how to move toward survival, and (2) to explore historical, new, and rethought research and activist methodologies (frameworks) as counter measures broadly and for public education specifically. Examples of CQI as resistance in response to the particular neoliberal patriarchal, whitelash presidential election event are provided by featured authors. Additionally, resources related to activist scholarship are provided. These frameworks, resources, and perspectives are also useful for future research in reaction to neoliberalism, patriarchy, and white supremacy. Perfect for courses such as: Qualitative Research, Curriculum Studies, Women and Gender Studies, Race and Ethnic Studies, Sociology of Education, Social Justice and Education, Democracy and Civics, Community Engagement, Policy Studies, Critical Race Theory, Intersectional Studies, Posthuman Inquiry, and Activism and Performance Inquiry. |
Contributor Bio(s): Cannella, Gaile S.: - " Gaile S. Cannella is an independent scholar who has served as a tenured Full Professor at Texas A&M University, College Station, and at Arizona State University, Tempe, as well as the Velma Schmidt Endowed Chair of Education at the University of North Texas. Her work has appeared in a range of journals and volumes, including Qualitative Inquiry, Cultural Studies - Critical Methodologies, and International Review of Qualitative Research. Her most recent books are: Critical Qualitative Research Reader (2012) with Shirley Steinberg; Reconceptualizing Early Childhood Care and Education (second edition 2018) with Marianne Bloch and Beth Swadener; Critical Qualitative Inquiry: Foundations and Futures (2015) with Michelle Pérez and Penny Pasque; and Critical Examinations of Quality in Childhood Education and Care (2016) with Michelle Pérez and I-Fang Lee. She is currently working on research projects that include: early years critical perspectives in education, and critical qualitative inquiry as public activisms and unthought imaginary. Dr. Cannella received the 2017 Reconceptualizing Early Childhood Education and Care Bloch Career Award. "Huckaby, M. Francyne: - M. Francyne Huckaby is Associate Professor of Curriculum Studies, Director of the Center for Public Education, and core faculty of Women and Gender Studies, Africana and African American Studies, and Comparative Race and Ethnic Studies at Texas Christian University. She works to create openings and spaces for antioppressive discourses and practices, and is most interested in experiences and pedagogical sites where divergent worldviews coexist. These, she argues, are sites of power relations that are educational and political. Her scholarship on community organizing and resistance to neoliberal education reform puts filmmaking to work as a form of inquiry and making public--publicaré--research and sites of resistance and struggle.http: //scalar.usc.edu/works/publiceducation/index Her work appears in International Review of Qualitative Research, Qualitative Inquiry, International Journal of Qualitative Studies in Education, Educational Philosophy and Theory, The Journal of Curriculum Theorizing, Womanish Ways: Renderings at the Intersection of Race, Gender and Curriculum Theorizing, Handbook of Public Pedagogy, and Duoethnography: Dialogic Methods for Social, Health, and Educational Research. She received the 2016-17 Claudia V. Camp Faculty Research and Creative Activity Award from TCU's Women and Gender Studies Program for becoming cyborg: A Black feminist, the Living Camera, Participatory Democracy and Their Weaving. Her honors include the TCU Deans' Teaching Award for the College of Education, TCU Mortar Board Preferred Professor, and Straight for Equality from Fort Worth's PFLAG chapter, as well as Outstanding Dissertation (2007 AERA, Qualitative Research SIG) for Challenging the Hegemony in Education: Specific Parrhesiastic Scholars, Care of the Self, and Relations of Power. She loves to travel and returned to Papua New Guinea, a few years ago, where she and her spouse lived and worked with six South Foré villages as a Peace Corps volunteer in the late 1990s.Miller, Janet L.: - Janet L. Miller is a Professor in the Department of Arts & Humanities-English & Education at Teachers College, Columbia University, as well as Faculty-At-Large, Columbia University. Elected in 2010 as an American Educational Research Association (AERA) "Fellow" for "sustained achievement in education research," Miller also was honored in 2008 with AERA's Lifetime Achievement Award from Division B-Curriculum Studies. She received the 2015 Mary Anne Raywid Award for "outstanding contributions to the study of education" from the Society of Professors of Education, which was founded in 1902 by Charles DeGarmo and John Dewey. As well, Miller was awarded, in 1998, the University Faculty Excellence in Research Award from National-Louis University, "awarded to the faculty person whose distinguished research contributions are recognized both nationally and internationally." Miller was elected AERA's Vice-President for Division B--Curriculum Studies (1997-2000) and as Division B's Secretary (1990-1992). Elected President (2001-2007) of the American Association for the Advancement of Curriculum Studies (AAACS), she earlier served as Founding Managing Editor, from 1978 through 1998, of JCT: The Journal of Curriculum Theorizing and as Director of its Bergamo Annual Conference on Curriculum Theory and Classroom Practice. The author of many journal articles and book chapters that entangle curriculum, feminist and qualitative research theorizings and studies, Miller's forthcoming volume entitled Maxine Greene and Education will be published in Routledge's Invitational "Key Ideas" book series. Her other forthcoming book is Curriculum and Collaboration: Communities without Consensus (Routledge). Other single-authored books include Sounds of Silence Breaking: Women, Autobiography, Curriculum (2005, Peter Lang), and Creating Spaces and Finding Voices: Teachers Collaborating for Empowerment (1990, State University of New York Press), which received both the Stessin Prize for Outstanding Faculty Scholarly Publication (Hofstra University, 1991) and the James N. Britton Award for Inquiry from the National Council of Teachers of English (1991). As well, Miller co-edited, with William Ayers, A Light in Dark Times: Maxine Greene and the Unfinished Conversation (1998, Teachers College Press).Kinloch, Valerie: - Valerie Kinloch is the Renée and Richard Goldman Dean of the School of Education and Professor at the University of Pittsburgh. Her scholarship examines the literacies and community engagements of youth and adults inside and outside schools. Author of publications on race, place, literacy, and equity, her books include: June Jordan: Her Life and Letters, Harlem On Our Minds: Place, Race, and the Literacies of Urban Youth and, among others, Crossing Boundaries: Teaching and Learning with Urban Youth. Her book, Harlem On Our Minds, received the Outstanding Book of the Year Award from the American Educational Research Association, and Crossing Boundaries was a staff pick for professional development by the Teaching Tolerance Education Magazine. Born and raised in Charleston, SC, Valerie completed her K-12 education in public schools there. She received her undergraduate degree from Johnson C. Smith University in Charlotte, NC, and her graduate degrees from Wayne State University in Detroit, MI. |