Full Description
Though qualitative research methods shape scholarship around the globe, and institutions worldwide offer qualitative coursework, there is very little explicit discussion on how to effectively teach qualitative research. Instead, a standard approach is for instructors to gain in-depth expertise in qualitative methodologies, with little or no pedagogical training. The effect is a continuous and nearly exclusive emphasis on content knowledge that undermines the preparation of novice researchers as both teachers and learners.
This book works to fill that gap by offering perspectives, strategies, and applications from instructor and student perspectives, based on a semester-long class emphasizing social justice in qualitative research. This edited volume offers sections on pedagogical strategies, students' responses to and applications of those concepts, and then instructor reflections. The goal is to offer an important starting point for explicit discussions on how qualitative research might be taught and learned, in addition to how it might be thoughtfully and ethically conducted.
Contributors are: Erica T. Campbell, Sun Young Gu, Kelsey H. Guy, Aimee J. Hackney, April M. Jones, Alison N. Kearley, Caran Kennedy, Amon Neely-Cowan, Allyson Pitzel, Diana Quito, Erin E. Rich, Stephanie Anne Shelton, Ashley Salter Virgin and Venus Trevae Watson.
Contents
Acknowledgements
List of Illustrations
Notes on Contributors
Introduction: The Class That Created This Book—A Pedagogy of Refusal and Vulnerability in Teaching Qualitative Research
Stephanie Anne Shelton and Erica T. Campbell
PART 1: A Refusal to Repeat Past Wrongs in Research
1 Pedagogical Possibilities: A Refusal to Repeat Past Wrongs in Research
Stephanie Anne Shelton and Erica T. Campbell
2 "The Streets Don't Love You, but I Do": Reflections on Social Justice in Qualitative Research and Real Life
Alison N. Kearley
3 Dear White Woman: It's Privilege, Can We Talk?
Allyson Pitzel
4 Confronting the Silent Bystander: Lessons in Advocacy
Diana Quito
5 P.S. I Love You: Autoethnographic Notes on Internalized Racial Oppression in Schools Utilizing Notes
Venus Trevae Watson
6 Pedagogical Reflections: A Refusal to Repeat Past Wrongs in Research
Stephanie Anne Shelton and Erica T. Campbell
PART 2: A Refusal to Be Inauthentic in Research
7 Pedagogical Possibilities: A Refusal to Be Inauthentic in Research
Stephanie Anne Shelton and Erica T. Campbell
8 To Be Young, Gifted and Black at Sweet Home Alabama, Goddamn: A Critical Race Autoethnography
Amon J. Neely-Cowan
9 Intersecting Black Greek Letter Organizations (BGLO s) and Qualitative Research: A Narrative Discussion of Ways Research Can Examine Social Justice Work through the Lens of BGLO s
Caran Kennedy
10 You Don't Look Like a Real Researcher!
Aimee J. Hackney
11 Years in the Making: Finding My Voice in Academic Writing
Kelsey H. Guy
12 Pedagogical Reflections: A Refusal to Be Inauthentic in Research
Stephanie Anne Shelton and Erica T. Campbell
PART 3: A Refusal to Not Humanize Research
13 Pedagogical Possibilities: A Refusal to Not Humanize Research
Stephanie Anne Shelton and Erica T. Campbell
14 Adjusting My Focus: A Conversation on Culturally Relevant Pedagogy through Three Lenses
Erin E. Rich
15 Inside-Out: Perceptions of a Novice Researcher at a Residential Treatment Center for At-Risk Youth
Ashley Salter Virgin
16 Ideologies in Tension: Family Language Policy in a Korean-American Transnational Family
Sun Young Gu
17 From Social Science to Social Justice: Illuminating Racialized Trauma Experiences through Narrative Inquiries
Janelle L. Jones
18 The Evolution of Self With/In/Out/Alongside Qualitative Research
April M. Jones
19 Pedagogical Reflections: A Refusal to Not Humanize Research
Stephanie Anne Shelton and Erica T. Campbell
Conclusion: How Qualitative Research Gets Taught Matters—Political Contexts, Hopeful Refusals, and Honest Vulnerability
Stephanie Anne Shelton and Erica T. Campbell
Index
