PRESENTING SUPERB RESEARCH THAT ADVANCES THE FIELD OF EDUCATION
New Directions in Theorizing Qualitative Research
Theory as Resistance
- Publisher
Myers Education Press - Published
13th March 2020 - ISBN 9781975502843
- Language English
- Pages 175 pp.
- Size 6" x 9"
- Request Exam Copy
- Publisher
Myers Education Press - Published
17th March 2020 - ISBN 9781975502836
- Language English
- Pages 175 pp.
- Size 6" x 9"
- Request Exam Copy
Library E-Books
We are signed up with aggregators who resell networkable e-book editions of our titles to academic libraries. These editions, priced at par with simultaneous hardcover editions of our titles, are not available direct from Stylus.
These aggregators offer a variety of plans to libraries, such as simultaneous access by multiple library patrons, and access to portions of titles at a fraction of list price under what is commonly referred to as a "patron-driven demand" model.
- Publisher
Myers Education Press - Published
17th April 2020 - ISBN 9781975502850
- Language English
- Pages 175 pp.
- Size 6" x 9"
E-books are now distributed via RedShelf or VitalSource
You will choose the vendor in the cart as part of the check out process. These vendors offer a more seamless way to access the ebook, and add some great new features including text-to-voice. You own your ebook for life, it is simply hosted on the vendors website, working much like Kindle and Nook. Click here to see more detailed information on this process.
- Publisher
Myers Education Press - Published
17th April 2020 - ISBN 9781975502867
- Language English
- Pages 175 pp.
- Size 6" x 9"
- Request E-Exam Copy
What can it mean to resist in these troubled times, and how can we do so through theory? This volume presents novel ideas on how to accomplish this in the context of the field of qualitative research. The authors show us how we might go beyond pre-existing, systematized research methodologies to find our way. They challenge us to go beyond facile modes of thought and slow down any mechanistic practices of research, a slowing that can be surprisingly generative regarding pedagogy and knowledge production. The articles think through theories such as ones theorizing the postcolonial for the purpose of responding to global hegemony regarding institutional experiences of academe. They engage with practices of new materialism and show the multiform ways in which theory can be a companion to us in our journey of research. Further, the articles question hold-overs from humanist and modernist thought so that we might perform an inclusive pedagogy. Rather than falling into the cynical view that the world is too troubled to change, this volume presents a sound vision that we have no option but to engage in theoretical practice, for now, there’s no time not to think.
Introduction
There’s No Time to Not Think
James Salvo
Chapter One
“Theory is Back”: Theory as Resistance in the 21st Century
Elizabeth Adams St. Pierre
Chapter Two
Speculative (Wombing) Pedagogies: |Rəˈzistəns| in Qualitative Inquiry
Rebecca C. Christ & Candace R. Kuby
Chapter Three
Disorientation in/as Feminist Inquiry
Sara M. Childers
Chapter Four
Ahmed as Feminist Reorientation and Necessity
Becky Atkinson
Chapter Five
Ahmed as Companion for Feminist Inquiry
Lucy E. Bailey
Chapter Six
Thinking About Theory and Practice in Non-Oppositional Terms
Serge F. Hein
Chapter Seven
Missing Voices: A Documentary Practice About Parents’ and Children’s Perspectives in Inclusive Education
Hanne Vandenbussche, Ellen Vermeulen, Elisabeth De Schauwer, Inge Van de Putte, and Geert Van Hove
Chapter Eight
Lazy Pedagogy
Ryan Evely Gildersleeve
Chapter Nine
Global Hegemony: Unraveling Colonized Minds and Indigenous Healing
Tina Bly
About the Authors
Index
Norman K. Denzin
Norman K. Denzin was Distinguished Emeritus Professor of Communications, College of Communications Scholar, and Research Professor of Communications, Sociology, and Humanities at the University of Illinois at Urbana-Champaign.
James Salvo
James M. Salvo’s research interests are in systems of information, communications, data ethics, podcasting as scholarly discourse, and technology as an educational context. He teaches qualitative research methods at Wayne State University.