Engaging Students in Socially Constructed Qualitative Research Pedagogies offers innovative and creative strategies and theoretically grounded pedagogical approaches to actively engage students in qualitative inquiry and includes authentic teaching scenarios and examples of students’ work.

This comprehensive Handbook illustrates the wide range of approaches to teaching and learning social research methods in the classroom, online, in the field and in informal contexts. Bringing together contributors from varied disciplines and nations, it represents a landmark in the development of pedagogical culture for social research methods.

This timely resource provides a framework for teaching students how to think qualitatively and become more critical and reflexive researchers. Presented are a wealth of pedagogical tools that instructors across the disciplines can tailor to their own needs, including thought-provoking discussion questions, group work exercises, and field activities. The authors discuss issues and choices in course design, including approaches to assessment and grading, and share sample syllabi for both online and face-to-face course formats. Exploring the complexities and debates that surround teaching qualitative research, the book argues for a holistic model of preparing novice researchers. It demonstrates effective ways to engage students in the qualitative inquiry process from start to finish--from understanding positionality and crafting a research problem to writing up findings for different audiences.

This book urges teachers - as both producers and consumers of knowledge - to engage in the debate about educational research by undertaking meaningful research themsleves. Teachers are now being encouraged to carry out research in order to improve their effectiveness in the classroom, but this book suggests that they also reflect on and challenge the reductionist and technicist methods that promote a 'top down' system of education. The author, a leading proponent of qualitative research, argues that only by engaging in complex, critical research will teachers rediscover their professional status, empower their practice in the classroom and improve the quality of education for their pupils. Postgraduate students of education and experienced teachers will find much to inspire and encourage them in this book. Updated and revised for this new edition, it retains both its clarity and insistence on sound research practice. Joe L. Kincheloe is Professor of Education at the City University of New York Graduate Center and Brooklyn College. he is the author and editor of many books on critical pedagogy and qualitative research in education. Series Editor: Ivor F. Goodson.

Now in its fourth edition, this handbook is an essential resource for those interested in all aspects of qualitative research, and has been extensively revised and updated to cover new topics including applied ethnography, queer theory and auto-ethnography.

Originally published as a special issue of the International Journal of Qualitative Studies in Education, this volume explores how researchers, educators, artists, and scholars can collaborate with, and engage young people in art, creative practice, and research to work towards social justice and political engagement. By critically interrogating the dominant discourses, cultural, and structural obstacles that we all face today, this volume explores the potential of critical arts pedagogies and community-based research projects to empower young people as agents of social change. Chapters offer nuanced analyses of the limits of arts-based social justice collaborations, and grapple with key ethical, practical, and methodological issues that can arise in creative approaches to youth participatory action research. Theoretical contributions are enhanced by Notes from the Field, which highlight prime examples of arts-based youth work occurring across North America. As a whole, the volume powerfully advocates for collaborative creative practices that facilitate young people to build power, hope, agency, and skills through creative social engagement. This volume will be of interest to scholars, researchers, postgraduate students, and scholar-practitioners involved in community- and arts-based research and education, as well as those working with marginalized youth to improve their opportunities and access to a quality education and to deepen their political participation and engagement in intergenerational partnerships aiming to increase the conditions for social justice.

Through research, storytelling, curriculum development, and pedagogy, this book will help educators engage emergent bilingual and multilingual (EBML) students with social studies and citizenship education. Chapters are written by well-known and new scholars who are enacting teaching and research that center the needs, interests, and experiences of EBML youth. Drawing from multiple, intersecting, and interdisciplinary frameworks that focus on culture and language, chapters highlight social studies in varying disciplinary and nondisciplinary spaces (e.g., community, geography, family, civics, history) both inside and outside the classroom. Examples of frameworks include culturally relevant and sustaining pedagogies, linguistically responsive teaching, LatCrit and critical pedagogy, translanguaging pedagogy, and transnational citizenship. This insightful volume also directly challenges oppressive structures, policies, and practices that continually marginalize EBML students and are rooted in racism, linguicism, and xenophobia. This unique collection is designed for scholars, teachers, and teacher educators to actively read, reflect on, and enact the approaches shared by educators who are doing this work. Book Features: Highlights research conducted with youth and teachers in elementary, middle, and secondary school contexts, as well as with preservice teachers and teacher educators.Written in a user-friendly format for quick and informative access to theoretical and practical approaches. Outlines specific ideas for how to prepare pre- and inservice teachers for working with EBML students. Includes case studies, unit and lesson plan examples, and vignettes.Concludes with expert commentaries on where the field of social studies must go next to best meet the dynamic and multifaceted needs of EBML students. Contributors include Jennifer M. Bondy, Melissa Gibson, Yeji Kim, Chauncey Monte-Sano, Timothy Monreal, Pablo C. Ramirez, Mary J. Schleppegrell, Jesús A. Tirado, and Paul J. Yoder.

This inspirational book is about engaged pedagogies, an approach to teaching and learning that centers dialogue, listening, equity, and connection among stakeholders who understand the human and ecological cost of inequality. The authors share their story of working with students, teachers, teacher educators, families, community members, and union leaders to create transformative practices within and beyond public school classrooms. This collaborative work occurred within various spaces—inside school buildings, libraries, churches, community gardens, nonprofit organizations, etc.—and afforded opportunities to grapple with engaged pedagogies in times of political crisis. Featuring descriptions from a district-wide initiative, this book offers practical and theoretical resources for educators wanting to center justice in their work with students. Through question-posing, color images, empirical observations, and use of scholarly and practitioner-driven literature, readers will learn how to use these resources to reconfigure schools and classrooms as sites of engagement for equity, justice, and love. Book Features: Provides a sound approach to deeply taking up the work of justice and engaged pedagogies.Presents linguistic, cultural, theoretical, and practical ideas that can be used and implemented immediately. Includes reflective questions, found poetry, lesson ideas, storytelling as narrative, and examples of engaged pedagogies. Shares stories from a district-wide initiative that embedded engaged pedagogies within classrooms, counseling offices, and libraries.Showcases original artwork and images in full color by Grace D. Player, one of the coauthors.

As academics in postcolonial Caribbean countries, we have been trained to believe that research should be objective: a measurable benefit to the public good and quantifiable in nature so as to generalize findings to develop knowledge societies for economic growth. What happens, however when the very word “research” connotes a derogatory term or semblance of distrust? Smith (1999) speaks towards the distrustful nature of the term as a legacy of European imperialism and colonialism. Against this backdrop, how do Caribbean researchers leverage recognized and valued (indigenous) methods of knowing and understanding for and by the Caribbean populace? How do we learn from indigenous research methods such as Kaupapa Maori (Smith, 1999) and develop an understanding of research that is emancipatory in nature? Decolonizing qualitative methods are rooted in critical theory and grounded in social justice, resistance, change and emancipatory research for and by the Other (Said, 1978). Rodney’s (1969) legacy of “groundings” provides a Caribbean oriented ethnographic approach to collecting data about people and culture. It is an anti-imperialist method of data collection focused on the socioeconomic and political environment within the (post) colonial context. Similar to Rodney, other critical Caribbean scholars have moved the research discourse to center on the notions of resistance, struggle (Chevannes, 1995; Feraria, 2009) and decolonoizing methodologies. This proposed edited volume will provide a collective body of scholarship for innovative uses of decolonizing qualitative research. In order to theorize and conduct decolonizing research, one can argue that the researcher as self and as the Other needs to be interrogated. Borrowing from an autoethnographic ontology, the researcher or investigator recognizes the self as the unit of measure, and there is a concerted effort to continuously see the self, seeing the self through and as the other (Alexander, 2005; Ellis, 2004). This level of interrogation may require frameworks such as Reasonable Humanism in which there is a clear understanding of the role of the researcher and researched from a physiological and psychosocial standpoint. Thereafter, the researcher is better prepared to enter into a discourse about decolonizing methodologies. The origins of qualitative inquiry in the Caribbean can be traced to political and economic discourses – Marxism, postcolonialism, neocolonialism, capitalism, liberalism, postmodernism- which have challenged ways of knowing and the construction of knowledge. Evans (2009) traced the origins of qualitative inquiry to slave narratives, proprietor’s journals, missionaries’ reports and travelogues. Common to the Caribbean is an understanding of how colonial legacies of research have ridiculed oral traditions, language, and ways of knowing, often rendering them valueless and inconsequential. This proposed edited volume acknowledges the significance of decolonizing approaches to qualitative research in the Caribbean and the wider Caribbean diaspora. It includes an audience of scholars, teacher/ researchers and students primarily in and across the humanities, social sciences and educational studies. This proposed volume would provide much needed knowledge and best practice strategies to the community of researchers engaged in decolonizing methodologies. Additionally, this volume will allow readers to think of new imaginings of research design that deconstruct power and privilege to benefit knowledge, communities and participants. It will spark key objectives, directions and frameworks for deeper discussions and interrogations of normative, westernized and hegemonic approaches to qualitative research. Lastly, the volume will welcome empirical studies of application of decolonizing methodologies and theoretical studies that frame critical discourse.

This book identifies three types of influential forces that pose challenges to innovations: socio-cultural dynamics, teacher individuality, and local circumstances. It uses languages, cultural traits, and intellectual heritages in the Asia-Pacific region as an example to show the resistance to Western-based pedagogies due to disparities between the innovations and these local heritages. It reveals personal and professional values that teachers hold and how these values, while seemingly supporting creative ideologies, happen to prevent them from incorporating innovations in their practices. The book discusses how informal educational activities and services that a society possesses could impede pedagogical innovations. There is, therefore, a need for institutions and educators to develop a positive relationship between these phenomena and teaching innovations.