Qualitative Data Analysis and Its Influence on Educational Practice and Policy

Session Type: Symposium

Abstract

Presenters in this interactive symposium describe how data analysis, that very basic work done in all qualitative research studies, influences knowledge production and thus educational practice and policy. In what we call “conventional humanist qualitative inquiry,” data analysis has too often been described as the coding of data, which the presenters think is a quasi-statistical, positivist practice. The focus of this session is to describe what qualitative researchers who use “post” theories as well as theories enabled by the new empiricism accomplish using different kinds of analyses. In other words, presenters will explain how they produce different knowledge and produce knowledge differently thereby influencing educational theory, practice, and policy.

Sub Unit

• Division D - Measurement and Research Methodologies / Section 3: Qualitative Research Methods

Chair

• Alecia Youngblood Jackson, Appalachian State University

Papers

• Poststructural Theories of Language and the Limits of Coding Data - Elizabeth A. St. Pierre, University of Georgia

• Reading Insights Through One Another in Qualitative Data Analysis - Lisa A. Mazzei, University of Oregon

• The Neuron: Mapping a Cartography of Desire in the Transdisciplinary Connections Between Early Childhood Practices and the Neurosciences? - Hillevi Lenz Taguchi, Stockholm University

• Analysis in the Ruins of Science: Collage as Living Inquiry - Teri J. Holbrook, Georgia State University