Affirming Methodologies: Research and Education in the Caribbean centres local and indigenous ways of knowing in research and education praxis in the Caribbean. The research methodologies and pedagogies are presented in this book within an Affirming Methodologies framework. They bring forward localized epistemologies whereby Caribbean ways of being and knowing are affirmed, and the expected western hierarchies between researcher and researched are removed. The chapters present approaches to knowledge construction and knowledge sharing based on practices, lived experiences, traditions, language patterns, and rituals of Caribbean communities. The importance of an Affirming Methodologies approach is demonstrated, and the characteristics of culturally affirming research methodologies and pedagogies in diverse environments including Cuba, Trinidad and Tobago, Jamaica and the Caribbean diaspora in Aotearoa New Zealand and Canada are explored and presented. Grounded on an understanding of the authors’ Caribbean positionality, ontological distinctions within the Caribbean research context are considered. This book moves forward from a decolonizing methodology approach, and, as such, the chapters are written, not in opposition to, or tested against Eurocentric approaches to research, but deeply rooted in a Caribbean ethos. This book will engage researchers (both qualitative and quantitative), postgraduate students, academics, practitioners, policymakers, community workers, and lay persons who seek to employ culturally relevant local and indigenous research approaches in their work. Each chapter offers practical suggestions on the 'how' of research practice, making them accessible, relevant, and flexible for novice and seasoned researchers alike.

Social justice is a philosophy that has gathered momentum over the past few years to bring to light the inequities that exist within our society. In the field of education, social justice illuminates the challenges that marginalized students and minority students face compared to other students. Social Justice and Culturally-Affirming Education in K-12 Settings seeks to bring together social scientists, researchers, and other practitioners to delve into social justice issues in K-12 settings and considers the various challenges and future directions that are associated with this field. Covering key topics such as inclusive education, educational reform, and school policies, this reference work is ideal for administrators, policymakers, researchers, academicians, practitioners, scholars, instructors, and students.

Womanist approaches to the study of religion and society have contributed much to our understanding of Black religious life, activism, and women's liberation. Deeper Shades of Purple explores the achievements of this movement over the past two decades and evaluates some of the leading voices and different perspectives within this burgeoning field. Deeper Shades of Purple brings together a who's who of scholars in the study of Black women and religion who view their scholarship through a womanist critical lens. The contributors revisit Alice Walker's definition of womanism for its viability for the approaches to discourses in religion of Black women scholars. Whereas Walker has defined what it means to be womanist, these contributors define what it means to practice womanism, and illuminate how womanism has been used as a vantage point for the theoretical orientations and methodological approaches of Black women scholar-activists. Contributors: Karen Baker-Fletcher, Katie G. Cannon, M. Shawn Copeland, Kelly Brown Douglas, Carol B. Duncan, Stacey M. Floyd-Thomas, Rachel Elizabeth Harding, Rosemarie Freeney Harding, Melanie L. Harris, Diana L. Hayes, Dwight N. Hopkins, Ada Maria Isasi-Diaz, Cheryl A. Kirk-Duggan, Kwok Pui-Lan, Daisy L. Machado, Debra Majeed, Anthony B. Pinn, Rosetta Ross, Letty M. Russell, Shani Settles, Dianne M. Stewart, Raedorah Stewart-Dodd, Emilie M. Townes, Traci C. West, and Nancy Lynne Westfield.

Built on the foundation of their landmark Handbook of Qualitative Research, it extends beyond the investigation of qualitative inquiry itself to explore the indigenous and non-indigenous voices that inform research, policy, politics, and social justice.

When investigating the diverse, complex and changing contemporary field of sport, we recognize there is no methodology that meets the needs of all sport. Sport researchers should take advantage of innovative approaches from other fields to explore emerging phenomena or innovatively advance scholarly sport research approaches. For example, technology, globalization and commercialization may be the principal trends, but they are not the only trends, Sport researchers have the opportunity to study other trends, including the modernization of sport organizations, changing governance practices, regulatory changes, innovation, merchandising, media and broadcasting technologies, socio demographic influences (i.e. aging populations, change in employment patterns, increasing diversity), sport for development, physical activity and sport participation changes. As such, this book introduces innovative research methods and approaches can be applied to the sport discipline. This book was originally published as a special issue of Sport in Society.

This book is an examination of the nature of economic explanation. The opening chapters introduce current thinking in the philosophy of science and review the literature on methodology. Professor Blaug then turns to the troublesome question of the logical status of welfare economics, giving the reader an understanding of the outstanding issues in the methodology of economics. This is followed by a series of case studies of leading economic controversies, which shows how controversies in economics may be illuminated by paying attention to questions of methodology. A final chapter draws the strands together and gives the author's view of what is wrong with modern economics. This book is a revised and updated edition of a classic work on the methodology of economics, in which Professor Blaug develops his discussion of the latest developments in macroeconomics, general equilibrium theory and international trade theory. A new section on the rationality postulate is also added.

Contains a collection of articles on economics as a system of discourse and on certain epistemological problems of economics. The treatment of both topics centres on the role of often implicit assumptions as to whose interests count in reaching conclusions especially as to policy.

A Co-publication of the National Council of Teachers of English and Routledge. This landmark volume responds to the call to attend to the unfinished pedagogical business of the NCTE Conference on College Composition and Communication 1974 Students' Right to Their Own Language resolution. Chronicling the interplay between legislated/litigated education policies and language and literacy teaching in diverse classrooms, it presents exemplary research-based practices that maximize students' learning by utilizing their home-based cultural, language, and literacy practices to help them meet school expectations.

Web-based training, known as e-learning, has experienced a great evolution and growth in recent years, as the capacity for education is no longer limited by physical and time constraints. The emergence of such a prized learning tool mandates a comprehensive evaluation of the effectiveness and implications of e-learning. Advances in E-Learning: Experiences and Methodologies explores the technical, pedagogical, methodological, tutorial, legal, and emotional aspects of e-learning, considering and analyzing its different application contexts, and providing researchers and practitioners with an innovative view of e-learning as a lifelong learning tool for scholars in both academic and professional spheres.

This book explores the multicultural and non-Western contexts behind the approaches, problems, and issues that arise in research methodologies when used in relation to educational administration and leadership. This volume argues that increasing internationalisation and diversity of the field requires research methods that better reflect the values, cultures, political systems, and conditions of non-Western communities and countries. Discussing the research methods, data collection practices, interpretive approaches, and research ethics that produce more accurate and authentic results, the book looks at a number of theoretical frameworks and epistemological approaches that inform the development of such methodologies. Traditional methods like sharing circles and storytelling are explored, as well as an examination of ‘social space’ in designing methodology aimed at ‘spatial justice’ and an exploration of methods for Indigenous communities in East Asia. A valuable resource for researchers, scholars, and students with an interest in multicultural education, the book will also appeal to academics interested in race, ethics, and educational research methods more broadly.