Disrupting Qualitative Inquiry: Possibilities and Tensions of Educational Research

Session Type: Symposium

Abstract

This symposium examines the possibilities, strategies, and pitfalls of adopting disruptive qualitative methodological perspectives within the educational research community. Disruption involves interrogating and upending normative perspectives on research roles and relationships; data collection, analysis and representation; rigid epistemological, methodological and disciplinary boundaries, etc. This session features ground breaking research with an emphasis on illustrating diverse approaches to disruptive qualitative methodology. Symposium presenters share insight on conducting educational research that disrupts traditional inquiry norms and processes, illustrating their efforts with excerpts and examples from their work. Presenters also discuss the material, psychological, social, metaphysical, etc., tensions that they have had to navigate as a result of their decision to engage in this type of paradigm shift.

Sub Unit

• SIG-Qualitative Research

Chair

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

Papers

• Promiscuous Feminist Policy Ethnography: Disrupting Methodological Practices in Qualitative Research - Sara M. Childers, Independent Scholar

• Reports of Illegal Activities by a Research Participant: Disordering Meaning-Making in Reflexivity Through Mexican American Studies - Rosario Carrillo, The University of Arizona

• Disrupting Science Education Research: Choosing to Honor and Make Visible Specific Contexts - Cassie Fay Quigley, Clemson University; Nicole Beeman-Cadwallader, Project Lead the Way (PLTW)

• “Bringing a Little Bit of Heaven to Humanity”: Raising Hell While Interrupting Traditional Methods for the Purpose of Justice - David O. Stovall, University of Illinois at Chicago

• CRiT Walking for Disruption of Educational Master Narratives - Mark Giles, The University of Texas - San Antonio; Robin L. Hughes, Indiana University - Indianapolis

Discussant

• Candace Ross Kuby, University of Missouri - Columbia