This book provides qualitative scholars, particularly those in self-study, with timely research and practical resources for applying critical friendship as a research tool. Drawing on over two decades of engagement as critical friends, the authors advocate for critical friendship as a means to enhance research rigor.
Long valued within self-study methodology, critical friendship offers researchers opportunities for collaboration, inquiry, and reflection. Despite its widespread use, ambiguity persists about its enactment. This book addresses the need for a comprehensive resource on critical friendship application focused solely on the theoretical and methodological understanding of critical friendship. It offers clarity on tools while exploring the complexities of critical friendship.
This book makes a significant contribution to the field by expanding on key topics such as trustworthiness, characteristics of critical friendship, and the selection and evaluation of critical friends. It is designed for both seasoned and novice qualitative self-study scholars, providing insight for those seeking to integrate critical friendship into their research practice.
Chapter 1. Navigating Perspectives: Positioning Critical Friendship as a Research Tool.- Chapter 2. Exploring Intertwined Bonds: Defining and Describing Critical Friendship with Meaningful Connections.- Chapter 3. Choosing Wisely: Selecting and Procuring a Critical Friend for Collaborative Growth.- Chapter 4. Engaging Thoughtfully: Working in Meaningful Relationship with a Critical Friend.- Chapter 5. Critically Assessing: Evaluating the Impact of a Critical Friend.- Chapter 6. Seeking Diverse Allies: Uncovering Alternate Forms of Critical Friendship.- Chapter 7. Critical Friend Conclusions.
Elizabeth Petroelje Stolle, PhD, is an award-winning Professor of Literacy Studies at Grand Valley State University in Grand Rapids, MI, USA, where she also serves as program director. Known for her innovative approaches to teacher education, Elizabeth specializes in self-study research methods, disciplinary literacies, and teacher identity. Her passion for supporting and developing educators while pushing the boundaries of literacy pedagogy makes her a leader in the field.
Charlotte Frambaugh-Kritzer, PhD, is an accomplished Professor of Secondary Reading/Literacy at the University of Hawai‘i at Manoa, USA, where her dedication to excellence in teacher education has earned her prestigious awards and grants. She credits self-study methods and critical friendship for helping her bridge theory and practice as she provides a dynamic space for teacher candidates to learn and teach literacy to multilingual language learners in the literacy clinics she coordinates.
