The Handbook of Critical Theoretical Research Methods in Education approaches theory as a method for doing research, rather than as a background framework.
Educational research often reduces theory to a framework used only to analyze empirically collected data. In this view theories are not considered methods, and studies that apply them as such are not given credence. This misunderstanding is primarily due to an empiricist stance of educational research, one that lacks understanding of how theories operate methodologically and presumes positivism is the only valid form of research. This limited perspective has serious consequences on essential academic activities: publication, tenure and promotion, grants, and academic awards. Expanding what constitutes methods in critical theoretical educational research, this edited book details 21 educationally just theories and demonstrates how theories are applied as method to various subfields in education. From critical race hermeneutics to Bakhtin’s dialogism, each chapter explicates the ideological roots of said theory while teaching us how to apply the theory as method.
This edited book is the first of its kind in educational research. To date, no other book details educationally just theories and clearly explicates how those theories can be applied as methods. With contributions from scholars in the fields of education and qualitative research worldwide, the book will appeal to researchers and graduate students.
Table of Contents
Preface: "Researching Under the Mortal Realities of Pandemic Life"
Cheryl E. Matias
Cheryl E. Matias
1. Critical Race Hermeneutics: A Theoretical Method for Researching the Unconscious of White Supremacy in Education
Ricky Lee Allen
2. The Postdigital Challenge of Critical Educational Research
3. Aspiring to a Sociogenic Phenomenology: A Theoretical Method in Emancipatory Research
David F. LaViscount and Elizabeth K. Jeffers
4. A Fused Theory of Biopower and Political Vulnerability as a Theoretical Method to Investigate ‘Difficult Knowledge’
5. Uncovering Internalized Whiteness through Critical Race Counterstories: Navigating our Experiences in the State of Texas
Socorro Morales, Sonya M. Alemán, and Enrique Alemán, Jr.
6. Phenomenology of Racial Embodiment: Method and the Study of White Humanity in Education
7. Visually Mapping Totality: Fredric Jameson’s Greimasian Square
Tyson E. Lewis
8. Cultivating Culturally Situated Theorizing in Educational Research: Challenging Imperialistic Curriculum and Training
9. Synthesizing Theoretical, Qualitative, and Quantitative Research: Metasynthesis as a Methodology for Education
Kip Austin Hinton, Alcione N. Ostorga, and Christian E. Zúñiga
10. Agential Realism: Applying Barad’s Ontology to Reconceptualize Teaching and Learning Mathematics for Social Justice
Melvin Lee Peralta
11. Toward a Transgressive Decolonial Hermeneutics in Activist Education Research
Jairo I. Fúnez-Flores
12. Thinking with Habitus in the Study of Learner Identities
Garth Stahl and Sarah McDonald
13. Theorizing with Assemblage: Context and Text in Youth Studies
Thomas Albright and Korina M. Jocson
14. Using Critical Race Spatial Method to Understand Disparities in Controlled Choice Plans
Amos J. Lee and Alice Y. Lee
15. Critical Chronotopic Analysis for Disrupting Whitewashedness in TESOL Teacher Education
Yin Lam Lee-Johnson
16. Postformal Method for Critical Education Research
Tricia Kress and Robert Lake
17. Black Lives Mattering In and Out of Schools: Anti-Black Racism, Racial Violence, and a Hope for Black Imagination in Educational Research
Courtney Mauldin and Lamar L. Johnson
18. Beyond the Individual: Deploying the Sociological Imagination as a Research Method in the Neoliberal University
Jacob Kelley, Andrea Arce-Trigatti, and Ada Haynes
19. Unapologetic Black Inquiry: Centering Blackness in Education Research
Jelisa S. Clark and Derrick R. Brooms
20. Paying Emotional Tolls: Politics, Poststructural Narrative Theory, and Research on Race and Racism Subjects for Emotional Well-Being
Tanetha Grosland and LaSonja Roberts
21. Meditations on Experience: The Politics and Ethics of "Not-knowing" in Educational Research
Cheryl E. Matias is a full professor and Director of Secondary Education in the Department of Curriculum and Instruction at the University of Kentucky. Her research focuses on race, whiteness, and education, and she was awarded the 2020 American Educational Research Association Division K Mid-Career award. She’s a motherscholar of three.