Living It Out: Disrupting Qualitative Inquiry as Politic and Practice in the Academy

Session Type: Symposium

Abstract

Despite the proliferation of critical and indigenous methodologies which view research as activism and a vehicle of social change, educational research continues to be dominated by traditional approaches to qualitative inquiry, approaches firmly anchored in post-positivist and constructivist assumptions of data, analysis, representation, and knowledge production (Brown, Carducci, & Kuby, in press; Pasque, Carducci, Kuntz, & Gildersleeve, 2012). This symposium examines the professional and personal implications of adopting experimental and/or activist methodologies as a means of disrupting normative qualitative approaches in the study of educational context, issues, and phenomena. Each presenter shares their story of living out disruption as politic and practice in academia, giving specific attention to research methodology as a site of possibility and tension.

Sub Unit

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

Chair

• Candace Ross Kuby, University of Missouri - Columbia

Papers

• Identity as Inquiry: Living and Researching From the Borderlands - Z Nicolazzo, Miami University - Oxford

• Advancing Nondominant Methodological Perspectives in Educational Qualitative Research Through Teaching and Learning - Penny A. Pasque, University of Oklahoma

• Disrupting the Dissertation, Phenomenologically Speaking: A Reflexive Dialogue Between Adviser and Advisee - Hilary E. Hughes, University of Georgia - Athens; Mark D. Vagle, University of Minnesota

• Methodological Freedom: A Journey - Nana Osei-Kofi, Oregon State University

Discussant

• Ruth Nicole Brown, University of Illinois at Urbana-Champaign