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Bridging the Gap between Theory and Practice in Educational Research: Methods at the Margins

Overview

This book provides new ways of thinking about educational processes using quantitative and qualitative methodologies. Concrete examples of research techniques are provided for those conducting research with marginalized populations or about marginalized ideas. This volume asserts theoretical models related to research methods and the study of underrepresented groups. Ultimately, it aims at expanding knowledge itself - altering the center by allowing the margins to inform it - allowing it to be created and ...

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Overview

This book provides new ways of thinking about educational processes using quantitative and qualitative methodologies. Concrete examples of research techniques are provided for those conducting research with marginalized populations or about marginalized ideas. This volume asserts theoretical models related to research methods and the study of underrepresented groups. Ultimately, it aims at expanding knowledge itself - altering the center by allowing the margins to inform it - allowing it to be created and extended to include those ways of knowing that have historically been unexplored or ignored.

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Editorial Reviews

From the Publisher
"This is a wonderful book, not only for researchers and practitioners in education but for those who are interested in examining - and living - everyday life as a praxis of self- and social transformation." - Peter McLaren, Professor, Graduate School of Education and Information Studies, University of California, Los Angeles, USA, and author of Schooling as a Ritual Performance and Life in Schools
 
"Along with evocative dialogue anchored in rigorous and unremitting questioning of the idea of 'marginality,' this finely crafted and unwaveringly evocative text challenges the reader to reexamine the fierce grip and stultifying effects that extant educational theory and 'methodological correctness' continue to have on educational inquiry. From chapters on theory and research methods to exemplars of inquiry at/on the margins, this innovative text is a signature contribution to the literature and is destined to immeasurably enrich and enlarge the landscape of educational inquiry for years to come." - Clifton Conrad, Professor of Educational Leadership and Policy Analysis, University of Wisconsin-Madison, USA
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Product Details

  • ISBN-13: 9781137338266
  • Publisher: Palgrave Macmillan
  • Publication date: 4/4/2013
  • Edition description: Reprint
  • Pages: 284
  • Product dimensions: 5.40 (w) x 8.40 (h) x 0.80 (d)

Meet the Author

Rachelle Winkle-Wagner is Assistant Professor at the University of Wisconsin-Madison, USA. Her research focuses on the sociological aspects of race, class, and gender in higher education, considering topics such as access and retention for students of color, race and identity theory, the application of philosophy to research, and qualitative inquiry. She is the author of the book The Unchosen Me: Race, Gender, and Identity Among Black Women in College and a monograph, Cultural Capital: The Promises and Pitfalls in Educational Research. Her work has also appeared in jourbanals such as The Review of Higher Education, Educational Policy, and Teachers College Record.

Cheryl A. Hunter is Assistant Professor in Educational Foundations and Research at the University of North Dakota, USA. She teaches coursework in international and comparative education, multicultural and diversity education, and qualitative research methodologies. Currently, her research focuses on what teachers learn during culturally and linguistically diverse immersive experiences and how those experiences change their perspectives on culturally diverse students and communities.

Debora Hinderliter Ortloff is Assistant Professor of Educational Research and Multicultural Education at the University of Houston-Clear Lake, USA. Her research examines issues of global citizenship, internationalization, and qualitative research. She also works with schools on developing teacher-led action research projects to improve educational outcomes. In addition to this edited volume, her work has been published in Educational Research, Intercultural Education, Comparative Education Review, Jourbanal of Curriculum Studies, and European Education.

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Table of Contents

1. The Not-Centre: The Margins and Educational Research; R.Winkle-Wagner
PART I: THEORY
2. The Politics of Knowledge: What an Examination of the Margins Can Offer; B.Dennis
3. On the Tasks of the Critical Educational Scholar/Activist; M.Apple
4. Making Sense of the Call for Scientifically Based Research in Education; G.Delandshere
5. Playing at the Margins: Methodological Innovations With a Purpose; P.Carspecken
6. Theory of the Margins: Liberating Research in Education; B.Dennis
PART II: METHODOLOGY
7. Uncloaking Epistemologies through Methodology; A.Lawrence
8. Research as if Place Mattered: Towards a Methodology of Emplacement; J.Hunter
9. Twisted Time: The Educative Chronologies of American Indian History; D.Warren
10. Researching Hispanic Undergraduates: Conceptual and Methodological Unease; A.Nora
11. Cross-racial Validation: The Process of Validating Research Across Racial Lines; R.Winkle-Wagner
PART III: EXEMPLARS
12. Engaging the Margins: Working Toward a Methodology of Empowerment; J.Hunter
13. Educating the 'Savage' and 'Civilized': Santa Clara Pueblo Indians at the 1904 St. Louis Expo; A.Lawrence
14. 'Intimately Biased': Creating Purposeful Research in American Indian Education with Appropriate and Authentic Methodology; T.Yazzie-Mintz
15. Lesbian Youth and the 'Not Girl' Gender: Explorations of Adolescent Lesbian Lives through Critical Life Story Research; E.Payne
16. Breaking the Hymen and Reclaiming the 'Cherry': Adolescent Language Use in Negotiations of Autonomy in a Sexuality Education Program; C.A.Hunter
17. Citizenship Education in the Global Era; D.Hinderliter Ortloff
18. Quantitative Approaches as a Bridge from the Invisible to the Visible: The Case of Basic Education Policy in a Disadvantaged Nation; A.Yonehara

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