Handbook of Critical Education Research Qualitative, Quantitative, and Emerging Approaches

Section 1: Introduction: Why Critical Research? Why Now? 1. Critical Education Research: Emerging Perspectives on Methods and Methodologies 2. The Paradigm Wars Reconsidered: Looking for a Legacy 3. Critical Approaches to Quantitative Research: Review, Critique, and Applications 4. Black in Time: Critical Research Practices for Studying Anti-Blackness in Schools Section 2: Epistemology, Theory, and Paradigms 5. Education and Colonialism: Three Frameworks 6. The White Supremacist Core Ontological Architecture of Western Modernity 7. Queering Critical Educational Research: Methodological Activism Within a Cultural Location of the ‘Not Yet’ 8. Reflexivity 10.6: The Matter of Reflexivity or What Matter Matters in Postqualitative Inquiry 9. The Spatial Logic of Epistemic Imaginaries: Guided by Édouard Glissant 10. Where Are the Black Folx? A Queer Critical Race Theory Intersectional Analysis Section 3: Introduction: Critical Qualitative Research Design 11. Toward Critical Approaches to Case Study Research 12. Critical Ethnography in Education Research: More Than a Method 13. Critical Auto (-/) Ethnography in Everyday and Educational Research for Social Justice 14. Critical Narrative Inquiry: Reaching Toward Understanding, Moving to Resistance, and Acting in Solidarity 15. A "Good" University: Community-based Critical Participatory Action Research, University-Community Relations, and Affordable Housing 16. Using Critical Discourse Analysis to Challenge and Change Educational Practice and Policy 17. Toward a Critical History of Education:　The Uses of the Past and its Possibilities for the Present Section 4: Introduction: Critical Quantitative Research Design 18. (Un)Learning White Supremacy Ideologies to Advance Critical Approaches to Quantitative Inquiry 19. Applied Quantitative Inquiry through a Critical Disability Studies Lens 20. Critical Quantitative Intersectionality: Maximizing Integrity in Expanding Tools and Applications 21. What is the Point?: Reimagining the Critical Quantitative Research of Big and Large-Scale Data Sets to Advance Racial Equity: Section 5: Introduction: Critical Emerging Approaches 22. Disrupting the Binary: Critical Mixed-Methods as Academic Resistance 23. Critical Networks in Critical Times 24. Critical Space Analysis: Integrating Geographic Information Systems into Critical Educational Research 25. Multimodal Inquiries Inspired by Post-Philosophies: More-than-Human Relationalities that Produce (Critical) Inquiry(ies) Section 6: Introduction: Data Collection in Critical Research 26. Listening and Learning Through Critical Interviewing Approaches in Qualitative Inquiry 27. Oral History as Critique: Memories Disrupting the Dominant Narrative 28. Critical and Feminist Cartographies of Observation: Procedural, Personal, and Political Considerations in the Documentation and Analysis of Life Worlds 29. Critical Survey Research Section 7: Introduction: Critical Data Analysis 30. Using Qualitative Data Analysis Software to Help Explore Critical Research Questions: A Tool, Not a Replacement 31. Shifting Policy Meanings: Argumentative Discourse Analysis and Historical Policy Research 32. The Ethics and Bureaucratization of Data Management 33. Advancing QuantCrit in Critical Race Spatial Research: Exploring Methodological Possibilities by Mapping Chicanx Baccalaureate Attainment 34. Beyond Representation: Decoloniality Content Analysis as a Methodology to De/Reconstruct the Sociology of Expectations in Curriculum Section 8: Introduction: Politics and Ethics of Doing Critical Educational Research 35. Critical Educational Research and Social Movements 36. "To Whom Are We Accountable?":　Exploring the Tensions Inherent within Critical Scholarship 37. Families and Educators Co-Designing: Critical Education Research as Participatory Public Scholarship 38. Validity as Democratic Deliberation: The Pragmatist Imperative for Critical Inquiry 39. Topographies of Research as Relational: Exploring the Politics and Ethics of Positionality and Relationality in Research Processes 40. Institutional Review Boards: Processes and Critiques

Biography

Michelle D. Young is Dean of the Berkeley School of Education and Professor of Education Policy and Leadership at University of California – Berkeley, USA.

Sarah Diem is Professor of Educational Leadership and Policy Analysis at the University of Missouri, USA.

"This is the handbook we've been waiting for! The chapters in this crucial volume not only refuse the dehumanizing paradigm of research that has done so much harm in minoritized communities, they offer the deep, nuanced guidance for undertaking more liberatory inquiries we have so urgently needed in the field. Reckoning with anti-Blackness, settler colonialism, and multiple forms of oppression, rooted in histories of invisibilized expertise, resilience and joy, the authors provide profound ontological and epistemological insights as well as tangible methodological approaches that help light the way forward for scholars, students, and researchers at all stages!"

--Ann Ishimaru, Associate Professor, Educational Foundations, Leadership, & Policy, University of Washington

　

"How do two leading scholars and thinkers in the field of education policy and leadership—Michelle D. Young and Sarah Diem—follow up on their highly influential book, Critical Approaches to Education Policy Analysis: Moving Beyond Tradition? Simply, they push us to understand further, by comprehensively reviewing, complicating, and interrogating the very critical research methodologies that they and others of us in the field employ. In the Handbook of Critical Education Research: Qualitative, Quantitative, and Emerging Approaches, Diem and Young situate the significant expansion of education research methodological tools and approaches within histopolitical and contemporary sociocultural realities, to offer us a brave, engaging, and well-researched volume that brings together exciting and smart critical scholars from across the globe. It is not only a must read, but a must use for all education researchers."

--Jill Koyama, Vice Dean and Professor, Educational Leadership & Innovation, Arizona State University

　

"Given the continued weight of historical positivisms, this book marks how critical work is gaining parity across the paradigms in educational research. Neo-liberalism might remain hegemonic, but "remembering with" many of the authors in terms of origins, my hope is that the push of the book toward not so much ideology critique as against methodological conservatism engenders a "living into" more nuanced approaches alive to the "afters" of the many inequities so very much with us."

--Patti Lather, Emeritus Professor, Cultural Foundations, Technology, & Qualitative Inquiry, The Ohio State University