Refusals and Reflections

Erscheinungsjahr 2025
ISBN: 978-90-04-71283-6
Verlag: World Bank Publications

Buch, Englisch, Band 20, 198 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 473 g

Reihe: Imagination and Praxis: Criticality and Creativity in Education and Educational Research

Though qualitative research methods shape scholarship around the globe, and institutions worldwide offer qualitative coursework, there is very little explicit discussion on how to effectively teach qualitative research. Instead, a standard approach is for instructors to gain in-depth expertise in qualitative methodologies, with little or no pedagogical training. The effect is a continuous and nearly exclusive emphasis on content knowledge that undermines the preparation of novice researchers as both teachers and learners.

This book works to fill that gap by offering perspectives, strategies, and applications from instructor and student perspectives, based on a semester-long class emphasizing social justice in qualitative research. This edited volume offers sections on pedagogical strategies, students’ responses to and applications of those concepts, and then instructor reflections. The goal is to offer an important starting point for explicit discussions on how qualitative research might be taught and learned, in addition to how it might be thoughtfully and ethically conducted.

Contributors are: Erica T. Campbell, Sun Young Gu, Kelsey H. Guy, Aimee J. Hackney, April M. Jones, Alison N. Kearley, Caran Kennedy, Amon Neely-Cowan, Allyson Pitzel, Diana Quito, Erin E. Rich, Stephanie Anne Shelton, Ashley Salter Virgin and Venus Trevae Watson.

Autoren/Hrsg.

Weitere Mitwirkende

Shelton, Stephanie Anne

Campbell, Erica T.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Acknowledgements

List of Illustrations

Notes on Contributors

Introduction: The Class That Created This Book—A Pedagogy of Refusal and Vulnerability in Teaching Qualitative Research

Stephanie Anne Shelton and Erica T. Campbell

PART 1: A Refusal to Repeat Past Wrongs in Research

1 Pedagogical Possibilities: A Refusal to Repeat Past Wrongs in Research

Stephanie Anne Shelton and Erica T. Campbell

2 “The Streets Don’t Love You, but I Do”: Reflections on Social Justice in Qualitative Research and Real Life

Alison N. Kearley

3 Dear White Woman: It’s Privilege, Can We Talk?

Allyson Pitzel

4 Confronting the Silent Bystander: Lessons in Advocacy

Diana Quito

5 P.S. I Love You: Autoethnographic Notes on Internalized Racial Oppression in Schools Utilizing Notes

Venus Trevae Watson

6 Pedagogical Reflections: A Refusal to Repeat Past Wrongs in Research

Stephanie Anne Shelton and Erica T. Campbell

PART 2: A Refusal to Be Inauthentic in Research

7 Pedagogical Possibilities: A Refusal to Be Inauthentic in Research

Stephanie Anne Shelton and Erica T. Campbell

8 To Be Young, Gifted and Black at Sweet Home Alabama, Goddamn: A Critical Race Autoethnography

Amon J. Neely-Cowan

9 Intersecting Black Greek Letter Organizations (BGLO s) and Qualitative Research: A Narrative Discussion of Ways Research Can Examine Social Justice Work through the Lens of BGLO s

Caran Kennedy

10 You Don’t Look Like a Real Researcher!

Aimee J. Hackney

11 Years in the Making: Finding My Voice in Academic Writing

Kelsey H. Guy

12 Pedagogical Reflections: A Refusal to Be Inauthentic in Research

Stephanie Anne Shelton and Erica T. Campbell

PART 3: A Refusal to Not Humanize Research

13 Pedagogical Possibilities: A Refusal to Not Humanize Research

Stephanie Anne Shelton and Erica T. Campbell

14 Adjusting My Focus: A Conversation on Culturally Relevant Pedagogy through Three Lenses

Erin E. Rich

15 Inside-Out: Perceptions of a Novice Researcher at a Residential Treatment Center for At-Risk Youth

Ashley Salter Virgin

16 Ideologies in Tension: Family Language Policy in a Korean-American Transnational Family

Sun Young Gu

17 From Social Science to Social Justice: Illuminating Racialized Trauma Experiences through Narrative Inquiries

Janelle L. Jones

18 The Evolution of Self With/In/Out/Alongside Qualitative Research

April M. Jones

19 Pedagogical Reflections: A Refusal to Not Humanize Research

Stephanie Anne Shelton and Erica T. Campbell

Conclusion: How Qualitative Research Gets Taught Matters—Political Contexts, Hopeful Refusals, and Honest Vulnerability

Stephanie Anne Shelton and Erica T. Campbell

Index

Über Autor(innen)

Stephanie Anne Shelton, PhD (2016), University of Georgia. She has published articles exploring qualitative methodologies, teacher identities, and LGBTQ+ issues in education through queer and feminist frameworks and has published six other books.

Erica T. Campbell, PhD (2022), University of Alabama. She has published articles exploring qualitative methodologies and Black women and minoritized students and administrators in higher education institutions.