Critical Qualitative Research as Instrument for the Reconceptualization of Contemporary Early Education Issues

Session Submission Type: Symposium

Abstract

The purpose of this symposium is to demonstrate ways that critical qualitative inquiry as a field can be used to unveil hidden and/or unrecognized (perhaps new and emergent) sites of power tied to the contemporary early childhood educational circumstance in which global neoliberalism privileges privatization and corporatization. The presenting researchers share a concern that global capitalism inhibits possibilities for social justice and educational equity. Illustrative methods to be discussed include: the use of critical lenses from traditionally marginalized perspectives; situational analysis; critical participatory action research; examination of case studies using a critical lens to analyze qualitative data such as in-depth interviews; and critical bricolage used in the analysis of new forms of knowledge.

Sub Unit

• SIG-Critical Perspectives on Early Childhood Education

Chair

• Michelle Salazar Perez, New Mexico State University

Papers

• Using Qualitative Situational Analysis and Traditionally Marginalized Theory(ies) to Unmask Power Agendas in Early Education - Michelle Salazar Perez, New Mexico State University

• The Possibilities of Critical Participatory Action Research: Unpacking Neoliberal Demands in Early Childhood Services - Veronica Pacini-Ketchabaw, University of Victoria

• Using Qualitative Methods to Critically Engage Community Perspectives - Beth Blue Swadener, Arizona State University; Jamie Patrice Joanou, Westminster College; Dawna Holiday, Arizona State University

• Critical Case Studies (of the Corporatization) of Migrant/Seasonal Head Start: “Using” Children’s Assistance Programs to Redeploy Public Funds - Gaile S. Cannella, University of North Texas

Discussant

• Marianne N. Bloch, University of Wisconsin - Madison