Critical Theory and Qualitative Data Analysis in Education offers a path-breaking explanation of how critical theories can be used within the analysis of qualitative data to inform research processes, such as data collection, analysis, and interpretation. This contributed volume offers examples of qualitative data analysis techniques and exemplars of empirical studies that employ critical theory concepts in data analysis. By creating a clear and accessible bridge between data analysis and critical social theories, this book helps scholars and researchers effectively translate their research designs and findings to multiple audiences for more equitable outcomes and disruption of historical and contemporary inequality.
Table of Contents
Foreword: Reflections on Research that is Humanizing
Maisha T. WinnPreface
Ashley N. Gaskew, Jamile Lee-Johnson, and Rachelle Winkle-Wagner
Section I The Need for Partnering Critical Theory and Data Analysis in Education
Chapter 1 The Missing Link in Data Analysis: An Introduction to the Use of Critical Theory to Guide Data Analysis
Rachelle Winkle-Wagner, Ashley Gaskew, and Jamila Lee-Johnson
Chapter 2 The Missing Infinite
Phil Frances Carspecken
Chapter 3 Trouble the Translating: Border Thinking, Indigenous Knowledges, and Undoing Method
Chapter 4 De-Norming the Syllabus: An Analysis Situated in Critical and Caring Pedagogies
Virginia M. Schwarz
Section II Critical Theory and Analysis with Marginalized Populations
Keon M. McGuire
Chapter 5 Illuminating Systemic Inequality in Educations: Using Bourdieu in Critical Qualitative Data Analysis
Tangela Blakely Reavis
Chapter 6 "Wanna Be Startnin’ Somethin:" Answering the Methodological "Call" To Position Complex Blackness in Conversation with Hermeneutic Phenomenology
Steve D. Mobley, Jr.
Chapter 7 Thinking with Queer of Color Critique: A Multidimensional Approach to Analyzing and Interpreting Data
Reginald A. Blockett
Chapter 8 Globalization, Higher Education, and Crisis: A Model for Applying Critical Geography toward Data Analysis
Chelsea A. Blackburn Cohen
Chapter 9 Context and Materiality: Inclusive Appropriations of New Materialism for Qualitative Analysis
Section III Critical Theories and Data Analysis in Institutions and Policies
Christina W. Yao
Chapter 10 A Culture of Values: Rethinking School Quality and Culture through Fanonian Critical Theory
Jacqueline M. Forbes
Chapter 11 Discourse, Representation, and "Othering": Postcolonial Analysis of Donald Trump’s Education Reform
Chapter 12 Analyzing Policy Critically: Using Critical Race Theory to Analyze
Rachelle Winkle-Wagner, Thandi Sulè, and Dina C. Maramba
Chapter 13 Habermas and Data Analysis in For-Profit Higher Education Institutions
Chapter 14 Sistahs’ are Doin’ it for themselves: Using Social Media to (Re)Center Black Women’s Voices in Educational Research
Jamila Lee-Johnson and Lora Henderson
Jamila Lee-Johnson, Ashley Gaskew, and Rachelle Winkle-Wagner
Rachelle Winkle-Wagner is an Associate Professor of Educational Leadership and Policy Analysis at the University of Wisconsin–Madison, USA.
Jamila Lee-Johnson is a doctoral student in the Educational Leadership and Policy Analysis program at the University of Wisconsin–Madison, USA.
Ashley N. Gaskew is a doctoral candidate in the Educational Leadership and Policy Analysis program and the Curriculum and Instruction program at the University of Wisconsin–Madison, USA.
"In addition to offering ways for scholars to build on existing methodologies, contributors to this volume also offer new paradigms while inviting all scholars to consider their tools…. I am encouraged by education researchers desire to transcend contrived borders and employ the methods, forms of methods, analysis, and strategic reconstruction of these forms in order to ask an entirely new set of questions."
—from the Foreword by Maisha T. Winn, Chancellor's Leadership Professor, and Co-Director of Transformative Justice in Education (TJE) at the University of California- Davis, USA
This book provides critical scholars interested in paying attention to the larger social structural issues and oppression with tangible "how to’s" for critical qualitative data analysis and, in this way, encourage researchers to work toward social change. Too often data analysis processes are reductive and void of theory and, importantly, the authors fill a gap in the existing literature. This thoughtful book is useful for introductory qualitative researchers and senior scholars alike.
— Penny A. Pasque, Professor and Department Head, Educational Leadership, Policy, and Human Development, North Carolina State University, USA