Identifying and Disrupting White Logic While Developing as a Critical Mixed-Methods Researcher: Enacting Critical Paradigms

• In Event: Mixed-Methods Research: Focus on Integration and Paradigms

Abstract

The normative culture and policies around the dissertation process at most tier-one universities constrain enacting critical paradigms and transformative mixed methodological approaches needed to develop emerging critical scholars. This paper explores the ways in which an emerging critical scholar a) experienced these constraints first-hand, and b) attempted to disrupt the normative effects of White Logic through critical reflection and with mentorship from an experienced mixed-methodologist. The process of completing a transformative mixed-methods dissertation study within teacher education is used as a basis for this inquiry. The paper concludes by discussing how these barriers might be overcome and/or disrupted for the benefit of developing future mixed-methods scholars within critical paradigms.

Authors

• Tara J. Plachowski, Embracing Equity

• Lisa D. Bendixen, University of Nevada - Las Vegas