Showing papers in "Qualitative Inquiry in 2015"
TL;DR: The authors explored the utility of intersectionality as an aspect of critical race theory in education and concluded that intersectionality is a vital aspect of understanding race inequity but that racism retains a primacy for critical race scholars in three key ways: namely, empirical primacy (as a central axis of oppression in the everyday reality of schools), personal/autobiographical primacy, and political primacy.
Abstract: The article explores the utility of intersectionality as an aspect of critical race theory (CRT) in education. Drawing on research with Black middle-class parents in England, the article explores the intersecting roles of race, class, and gender in the construction and deployment of dis/ability in education. The author concludes that intersectionality is a vital aspect of understanding race inequity but that racism retains a primacy for critical race scholars in three key ways: namely, empirical primacy (as a central axis of oppression in the everyday reality of schools), personal/autobiographical primacy (as a vital component in how critical race scholars view themselves and their experience of the world), and political primacy (as a point of group coherence and activism).
299 citations
TL;DR: The authors examines the development of Critical Race Theory (CRT) in education, paying attention to how researchers use CRT and its branches in the study of K-12 and higher education.
Abstract: This article examines the development of Critical Race Theory (CRT) in education, paying attention to how researchers use CRT (and its branches) in the study of K-12 and higher education. The article reviews CRT literature with a focus on CRT scholarship that offers tools to engage with and work against racism within education. The authors highlight works that embody the critical origins of CRT in both the law and elsewhere, with a goal of demonstrating that CRT work means more than just pointing to race. It requires an engagement and articulation with the material, structural, and ideological mechanisms of White supremacy.
252 citations
TL;DR: This article revisited the methodological literature to examine how bias has been understood in qualitative inquiry and argued for an approach to teaching qualitative research methods that assists students to make sense of long-standing and new debates related to bias and reconceptualize it in relation to their work.
Abstract: Researchers who have been prepared in positivist traditions to social research frequently equate “subjectivity” with “bias,” which is viewed as both a problem to be managed and a threat to the credibility of a study. Teachers of qualitative research methods are familiar with questions about “subjectivity” that invoke “bias” from newcomers to qualitative research. This article revisits the methodological literature to examine how bias has been understood in qualitative inquiry. We argue for an approach to teaching qualitative research methods that assists students to make sense of long-standing and new debates related to “bias” and reconceptualize it in relation to their work. We provide recommendations for how teachers of qualitative inquiry might do this and illustrate these strategies with examples drawn from methodological reflections completed by a graduate student taking qualitative coursework.
225 citations
TL;DR: The authors reviewed discussions of place in qualitative research that have appeared in Qualitative Inquiry over the past 20 years to foreground a conceptualization of critical place inquiry, describing relational validity and emphasizing possibilities for engaging place more meaningfully in qualitative inquiry.
Abstract: This article reviews discussions of place in qualitative research that have appeared in Qualitative Inquiry over the past 20 years to foreground a conceptualization of critical place inquiry. The article describes relational validity and emphasizes possibilities for engaging place more meaningfully in qualitative inquiry.
105 citations
TL;DR: The authors further developed the conceptual tool of racial microaggressions, the systemic, cumulative, everyday forms of racism experienced by people of Color, to articulate a type of visual microaggression.
Abstract: Drawing from critical race and sociolinguistic discourse analysis, this article further develops the conceptual tool of racial microaggressions—the systemic, cumulative, everyday forms of racism experienced by People of Color—to articulate a type of racial microaggression, we call visual microaggressions. Visual microaggressions are systemic, everyday visual assaults based on race, gender, class, sexuality, language, immigration status, phenotype, accent, or surname that emerge in various mediums such as textbooks, children’s books, advertisements, film and television, dance and theater performance, and public signage and statuary. These microaggressions reinforce institutional racism and perpetuate ideologies of white supremacy. In this article, we use a racial microaggressions analytical framework to examine how the “Mexican bandit” visual microaggression has been utilized as a multimodal text that (re)produces racist discourses that in turn reinforce dominant power structures. These discourses have all...
85 citations
TL;DR: In practice, researchers may apply pseudonyms with little thought or dee... as discussed by the authors The pseudonyms, an integral part of the social science research, are ubiquitous, thereby garnering minimal published reflection.
Abstract: Pseudonyms, an integral part of the social science research, are ubiquitous, thereby garnering minimal published reflection. In practice, researchers may apply pseudonyms with little thought or dee...
83 citations
TL;DR: In this paper, the authors cast doubt on the material-discursive practices of recording devices (e.g., tape and digital recorders) used in qualitative interviews, and present a set of examples of such practices.
Abstract: The purpose of this article is to throw into radical doubt the material-discursive practices of recording devices (e.g., tape and digital recorders) used in qualitative interviews. To do this work,...
79 citations
TL;DR: The authors focus on both the racial implications of the charter school "movement" in New Orleans after Hurricane Katrina and the resistance to it by local citizens, and argue that it is difficult to ignore the manner in which White supremacist ideology has been normalized in the reform as it has historically in U.S. public education.
Abstract: This article will focus on both the racial implications of the charter school “movement” in New Orleans after Katrina and the resistance to it by local citizens. We argue that it is difficult to ignore the manner in which White supremacist ideology has been normalized in the reform as it has historically in U.S. public education. Drawing on separate but complementary research by the authors, this article will be multi-vocal and reflect our positionalities as researchers who are “insiders.”
67 citations
TL;DR: This paper presented three main challenges faced with creating an autoethnography as a dissertation at a prestigious university: finding the author's voice, negotiating university policies and procedures, and addressing validity concerns for auto-ethnographies.
Abstract: This story presents three main challenges faced with creating an autoethnography as a dissertation at a prestigious university. These challenges include (a) finding the author’s voice, (b) negotiating university policies and procedures, and (c) addressing validity concerns for autoethnography. The resulting autoethnographic account captures vulnerable moments and incidents to produce an evocative story about becoming a pioneer. A fusion between social science and screenplay yields a compelling story where effects of reality and human experience come together. These struggles with university’s policies and creating a form of member-checking contribute to the field of “autoethnography” with regard to qualitative methodology. Embarking on the path less traveled while navigating the political system and bureaucracy gives hope to others seeking to publish and/or write their autoethnography.
65 citations
TL;DR: This article presented an overview of the special issue on critical race theory (CRT)/critical race studies (CRS) that appeared in a 2002 issue of Qualitative Inquiry, and then went on to discuss h...
Abstract: This introduction presents an overview of the special issue on critical race theory (CRT)/critical race studies (CRS) that appeared in a 2002 issue of Qualitative Inquiry. I then go on to discuss h...
61 citations
TL;DR: In this article, the authors use their autoethnographies to create a co-constructed narrative to identify some of the emotional risks that can be associated with being a researcher, discussed in terms of vulnerability, emotional labor, emotions as data or evidence, and emotionally sensed knowledges.
Abstract: Researchers are familiar with ethics applications that endeavor to ensure the safety of their participants, but only recently have they been urged to examine the short- and long-term effects of research on themselves and consider the risks to their own safety and well-being. This article considers some of the risks to researchers of engaging in research by exploring some emotional dangers the authors encountered while engaged in their own research. The authors use their autoethnographies to create a co-constructed narrative to identify some of the emotional risks that can be associated with being a researcher. The risks are discussed in terms of vulnerability, emotional labor, emotions as data or evidence, and emotionally sensed knowledges. It is Laurel Richardson’s argument that “the ethnographic life is not separable from the self” that informs the authors’ efforts to understand, rather than simply know, the potential of emotions in research.
TL;DR: The authors identify practices in qualitative interviews that evoke research participant reflexivity and change, and propose a typology of dialogic interviewing strategies that accompany reflexivity, namely probing questions, member reflections, and counterfactual prompting.
Abstract: This article identifies practices in qualitative interviews that evoke research participant reflexivity and change. By engaging interviews in a dialogic manner, researchers can encourage participant perspective-taking and non-judgmental involvement that can lead to flickers of transformation. The study draws on empirical material from three different projects to locate critical incidents of dialogic interviewing. We propose a typology of dialogic interviewing strategies that accompany reflexivity—namely, (a) probing questions, (b) member reflections, and (c) counterfactual prompting. These strategies illustrate the transformative power of dialogic interviewing and serve as a guide for researchers who desire their interviews to not only be methods for gathering knowledge but also methods for intervention and critical reflection.
TL;DR: In this paper, the authors acknowledge that sounds and silences have always shaped (research/er) possibilities, as well as what hearing research futures might offer, and acknowledge the ongoing hegemony of the ocular in research and toward a more multisensory and aural, embodied inquiry.
Abstract: To celebrate the 20th anniversary of Qualitative Inquiry (QI), we write about the ongoing hegemony of the ocular in research and toward a more multisensory, and aural, embodied inquiry. Sonic inquiry is attention and intention as meta/physical and socially embodied processes without ignoring the body or separating the mind from body or material-physical and social worlds. This article is about acknowledging that sounds and silences have always shaped (research/er) possibilities, as well as what hearing research futures might offer.
TL;DR: Critical race theory (CRT) has fundamentally been about "talking back" through the production of coutnernarratives that are, above all else, intended to interrogate and subvert the logic of multipl...
Abstract: Critical race theory (CRT) has fundamentally been about “talking back” through the production of coutnernarratives that are, above all else, intended to interrogate and subvert the logic of multipl...
TL;DR: In this article, a series of brut and raw responses representing a collective of "impossible" imaginings is presented. But their collective writing is not about the vision or insights i...
Abstract: A reminder: This text has been created as a series of brut and raw responses representing a collective of “impossible” imaginings. Our collective writing is not about the vision or about insights i...
TL;DR: After 20 years of Qualitative inquiry, some current trends and challenges are outlined, which might affect the current state and further development of qualitative research in the near future as discussed by the authors, and they are discussed in detail.
Abstract: After 20 years of Qualitative Inquiry, some current trends and challenges are outlined, which might affect the current state and further development of qualitative research in the near future. A ce...
TL;DR: In this article, the authors propose a group of six basic emotions defined as concepts for scholarly use, which is a step that seems to be needed because of the present chaos of emotion terminology.
Abstract: This essay proposes a group of six basic emotions defined as concepts for scholarly use. Such a step seems to be needed because of the present chaos of emotion terminology. The public and most scie...
TL;DR: In this paper, the authors present a notion of "analyzing in the present" as a source of inspiration in analyzing qualitative research materials, which emerged from extensive listening to interview recordings.
Abstract: The article presents a notion of “analyzing in the present” as a source of inspiration in analyzing qualitative research materials. The term emerged from extensive listening to interview recordings...
TL;DR: A found poem created from a selection of poems published in indexed peer-reviewed social science journals between 2007 and 2012 is presented in this paper, where the excerpts from poems were drawn from a 595-page anno...
Abstract: A found poem created from a selection of poems published in indexed peer-reviewed social science journals between 2007 and 2012 is presented. The excerpts from poems were drawn from a 595-page anno...
TL;DR: It is argued that the evidence-based movement, particularly in medicine and health, continues to pose challenges for us as a qualitative community—challenges that the authors will need to grapple with in the coming years.
Abstract: Although scholars have gone to great lengths to illustrate the value of qualitative research and ensure that it is well represented in all areas of academic life, there remains a gap of equality wh...
TL;DR: In this paper, the authors present the transformative dimension of the Dialogic Gatherings (DG) by briefly describing sixteen articles that use the biographical method to show these profound transformations.
Abstract: This introduction presents the transformative dimension of the Dialogic Gatherings (DG) by briefly describing sixteen articles that use the biographical method to show these profound transformations. Drawing from the experience of the Dialogic Literary Gatherings, which started in 1970, the editor develops a framework for the special issue: the power of DG in changing underprivileged people’s lives, transforming them into leaders of their communities. This biographical description accounts for the main premises of the communicative methodology, such as the egalitarian dialogue, the disappearance of interpretative hierarchy, collective meaning-making and understanding people as agents of social change.
TL;DR: In this paper, the authors explore visual forms of writing through cartography and methodological events, and propose that uncertain textual authority and non-linear textuality may manifest as productive analytically.
Abstract: This article explores visual forms of writing through cartography and methodological events. As re-envisioned writing practices and textual methodologies potentially push boundaries of qualitative research, these new lines of inquiry also may respond to persisting educational challenges that confine occupational job design and career pathways in education. Various related and unrelated inquiries, representations, and practices set in motion a series of methodological events related to writing, analysis, and our researcher selves. In this article, career pathways provide one topical example that is used to focus our writing and cartographies, but we also imagine broader methodological mappings that extend beyond data on teacher career pathways. We therefore propose that writing visually through cartography may help scholars avoid recycling research and retracing existing educational policies. Furthermore, we propose that uncertain textual authority and non-linear textuality may manifest as productive analy...
TL;DR: In this paper, the authors describe what happens when an experienced teacher attempts to survive the implementation of a relentless, assessment-driven curriculum in an Australian education system, and how they cope with the demands of Australian education systems.
Abstract: This is a story about what happens when an experienced teacher attempts to survive the implementation of a relentless, assessment-driven curriculum. Australian Education systems are now demanding t...
TL;DR: In this article, the authors discuss how they incorporated principles of participatory action research into their work as critical race/feminist legal researchers, and discuss the importance of race and gender in their work.
Abstract: In this article, the authors discuss how they—as legal scholars—have incorporated principles of participatory action research into their work as critical race/feminist legal researchers. Concerned ...
TL;DR: In this article, the authors draw from their auto-ethnographic journeys to offer a more nuanced and discursively complex understanding of ethnic antagonisms in Northeast India and foreground the everyday experiences of ordinary citizens in the Northeastern borderlands.
Abstract: The salience of home often comes into being in the wake of its loss. The loss of home for me was engendered by a physical departure from the place of my birth as well as the uncertainty of return posed by escalation of ethnic violence in the region. That loss became the impetus for my ethnographic journey engaging with issues of identity, belonging, conflict, and resistance in my home community—the Garo Hills region of Northeast India. In this article, I draw from my autoethnographic journeys to offer a more nuanced and discursively complex understanding of ethnic antagonisms in Northeast India. Challenging dominant security-driven perspectives, my article is foregrounded in the everyday experiences of ordinary citizens in the Northeastern borderlands. Dissolving strict boundaries between ethnography, oral history, testimonials, and storytelling, I open up discursive spaces to explore alternative framing of home and belonging for people located in Northeastern India.
TL;DR: Place is a recurrent yet contested theme in the social sciences, and an emerging theme within qualitative inquiry How one understand place has significant bearing upon the difference that place makes from the place of interest.
Abstract: Place is a recurrent yet contested theme in the social sciences, and an emerging theme within qualitative inquiry How one understands place has significant bearing upon the difference that place m
TL;DR: The history of qualitative research as the location for our academic critical pedagogy is discussed in this article, where the authors discuss the history of the publication of Qualitative Inquiry, and discuss the relationship between qualitative research and critical education.
Abstract: Upon the twentieth anniversary of the publication of Qualitative Inquiry, the author discusses the history of qualitative research as the location for our academic critical pedagogy. Additionally, ...
TL;DR: In this paper, the use of poetry as a research supervision tool has been explored in the context of a student-supervisor relationship, where the student and the teacher are not only colleagues but also in a student and teacher relationship.
Abstract: In this article, we share our use of poetry as a research supervision tool. We are not only colleagues but are also in a student–supervisor relationship. Early on in the PhD process, we began writing poems to each other on email as a way of communicating aspects of our research ideas that we felt were not able to be expressed in prose. We found that this use of poetry enabled a direct emotional engagement with the work and ideas we were forming. At the same time, we shaped our writing activities as a form of resistance, indulging in a form of anti-neoliberal critique. Crucially, however, we found that poetry also allowed us to form a closer relationship because it required both of us to be open and vulnerable. We didn’t allow time to write and edit the poems but emailed them as soon as they were written.
TL;DR: In this article, the commitment in Indigenous research to reflect Indigenous contexts and worldviews is discussed, based on an analysis of a story from my research, and it is argued that Indige...
Abstract: The point of departure for this article is the commitment in Indigenous research to reflect Indigenous contexts and worldviews. Based on an analysis of a story from my research, I argue that Indige...
TL;DR: This article presents five poems constructed from interviews with older people adjusting to living in residential aged care, part of the “Inside Aged Care” project, ongoing longitudinal phenomenological research tracking the lived experience of aged care from the perspective of residents, family members, and service providers.
Abstract: This article presents five poems constructed from interviews with older people adjusting to living in residential aged care. They are part of the “Inside Aged Care” project, ongoing longitudinal phenomenological research tracking the lived experience of aged care from the perspective of residents, family members, and service providers. Poetry, through the process of poetic transcription, provided an engaging, evocative, and almost visceral way to help us appreciate what it might be like to be aging in aged care. To date, despite a growing body of work documenting the importance and impact of research in the form of poetry, applying a literary lens is rare in gerontological research. At a very practical level, therefore, we hope these poems help older people, their families, students, and those working in aged care better understand the unique world and perspective of new aged care residents.