Critical Qualitative Research Reader: (2 Critical Qualitative Research)

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.

Table of Contents:
Contents: Shirley R. Steinberg: Preface. What is critical about qualitative research? – Phil Francis Carspecken: Basic Concepts in Critical Methodological Theory: Action, Structure and System within a Communicative Pragmatics Framework – Donald Easton-Brooks: The Conceptual Context of Knowledge – Mirka Koro-Ljungberg: Methodology is Movement is Methodology – Carolyn M. Shields: Critical Advocacy Research: An Approach Whose Time has Come – Margaret Somerville: The Critical Power of Place – Madeline Fox/Michelle Fine: Circulating Critical Research: Reflections on Performance and Moving Inquiry into Action – P. L. Thomas/Renita Schmidt: All That Jazz: Doing and Writing CQR in a Material World – Gaile S. Cannella/Yvonna S. Lincoln: Deploying Qualitative Methods for Critical Social Purposes – Joe L. Kincheloe/Peter McLaren/Shirley R. Steinberg: Critical Theory, Critical Pedagogy, and Qualitative Research – Kenneth Tobin: Interpretive Approaches to Multi-Level, Multi-Method, Multi-Theoretic Research – Shirley R. Steinberg: Critical Cultural Studies Research: Bricolage in Action – David W. Jardine: A Hitherto Concealed Experience that Transcends Thinking from the Position of Subjectivity – Kathleen deMarrais: Asking Critical Questions of Philanthropy and its Impact on U.S. Educational Policy: Tracking the Money in School Reform – Pepi Leistyna: Maintaining a Vibrant Synergy among Theory, Qualitative Research, and Social Activism in this Ever-Changing Age of Globalization – Jon Austin: Enlightening the Stranger Within: (Re)viewing Critical Research From/On/In the Centre – Andrew Hickey: The Critical Aesthetic: Living a Critical Ethnography of the Everyday – Mairi McDermott/Athena Madan: Avoiding the Missionary (Dis)position: Research Relations and (Re)presentation – sj Miller: Flawed Visions of Democracy in the United States: Influences on Current Critical Social Justice Research – Missy Morton: Who Will Be Heard? Qualitative Research and Legal Decisions about Facilitated Communication – Marianne N. Bloch/Ko Eun Kim: Governing Young Children’s Learning through Educational Reform: A Poststructural Analysis of Discourses of Best Practice, Standards, and Quality – George J. Sefa Dei/Marlon Simmons: Writing Diasporic Indigeneity Through Critical Research and Social Method – Elizabeth McAdams Ducy/Laura M. Stough/M. Carolyn Clark: Choosing Agency in the Midst of Vulnerability: Using Critical Disability Theory to Examine a Disaster Narrative – Timothy J. Stanley: Excluded Narratives, Anti-racism and Historical Representation: Methodological Implications – Jessica Nina Lester: Researching the Discursive Function of Silence: A Reconsideration of the Normative Communication Patterns in the Talk of Children with Autism Labels – Tarquam McKenna/Davina B. Woods: An Indigenous Conversation - Artful Autoethnography - A Pre-colonized Collaborative Research Method? – Joe L. Kincheloe/Shirley R. Steinberg: Indigenous Knowledges in Education: Complexities, Dangers, and Profound Benefits – Ernest Morrell: Teachers as Critical Researchers: An Empowering Model for Urban Education – Amanda Benjamin: Listening in the Liminal: The In-between Spaces of Teaching Youth About Career and Adulthood – Greg S. Goodman/Walter Ullrich/Pedro Nava: Action Research for Critical Classroom and Community Change – Elizabeth B. Kozleski/Alfredo J. Artiles: Technical Assistance as Inquiry: Using Activity Theory Methods to Engage Equity in Educational Practice Communities – Victoria Perselli: Teaching in England: December 2010 – Claudia Sanchez/JoAnn Danelo Barbour: A Critical Approach to the Teaching and Learning of Critical Social Science at the College

About the Author :
Shirley R. Steinberg is the Director and Chair of The Werklund Foundation Centre for Youth Leadership in Education and Professor of Youth Studies at the University of Calgary. She is the author and editor of many books in critical pedagogy, urban and youth culture, and cultural studies. Her most recent books include: Kinderculture: The Corporate Construction of Childhood (2011); 19 Urban Questions: Teaching in the City (2010); Christotainment: Selling Jesus Through Popular Culture (2009); Diversity and Multiculturalism: A Reader (2009); and Media Literacy: A Reader (2007). A former classroom teacher in Tennessee, Gaile S. Cannella joined the faculty of the University of North Texas as the Velma E. Schmidt Endowed Chair in Early Childhood Studies, Critical Qualitative Research Methodologies in 2009. Dr. Cannella’s graduate degrees are from Tennessee Technological University and the University of Georgia. She has served as a professor of education at Louisiana State University, Texas A&M University in College Station, and Arizona State University in Tempe. She has authored or edited several books, including: Deconstructing Early Childhood Education: Social Justice and Revolution; Embracing Identities in Early Childhood Education: Diversity and Possibilities (with Sue Greishaber); Kidworld: Childhood Studies, Global Perspectives, and Education, (with Joe Kincheloe); Childhood and Postcolonization: Power, Education, and Contemporary Practice (with Radhika Viruru), and Childhoods: A Handbook (with Lourdes Diaz Soto) as well as published articles in such journals as Qualitative Inquiry and Critical Studies-Critical Methodologies. Her current research projects are designed to support equity and increased opportunity for all young children, and especially for those who have faced increased conditions of oppression in contemporary neoliberalism. Additionally, she focuses on the development of critical qualitative research methods and the conceptualization of a critical social science across diverse fields/forms of knowledge.