The methodological integrity of critical qualitative research: Principles to support design and research review.

2021 ◽  
Vol 68 (3) ◽  
pp. 357-370
Author(s):  
Heidi M. Levitt ◽  
Zenobia Morrill ◽  
Kathleen M. Collins ◽  
Javier L. Rizo
Keyword(s):  
Qualitative Research ◽  
Research Review ◽  
Support Design ◽  
Critical Qualitative Research

Knowledge of Self: Possibilities for Spoken Word Poetry, Hip Hop Pedagogy, and “Blackout Poetic Transcription” in Critical Qualitative Research

2020 ◽  
Vol 2 (1) ◽  
pp. 56-82
Author(s):  
Anthony Keith ◽  
Crystal Leigh Endsley
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Hip Hop ◽  
Spoken Word ◽  
Spoken Word Poetry ◽  
Critical Methodology ◽  
Critical Qualitative Research ◽  
Hip Hop Pedagogy ◽  
Poetic Transcription ◽  
Alternative Identities

This article traces the development of Blackout Poetic Transcription (BPT) as a critical methodology for artist-scholars engaged with Hip Hop pedagogy in higher education spaces.  We include Keith’s outline of the BPT method and Endsly’s first hand account of implementing the practice in an undergraduate classroom. Together, the authors grapple with mainstream and alternative identities within their Hip Hop praxis as spoken word artists and educators.

scholarly journals Crossing Thresholds with a Child with a Disability

2015 ◽  
Vol 4 (4) ◽  
pp. 83-98 ◽  
Author(s):  
Elisabeth De Schauwer ◽  
Bronwyn Davies
Keyword(s):  
Qualitative Research ◽  
Professional Practice ◽  
Disabled Children ◽  
Critical Qualitative Research ◽  
The Difference ◽  
Child With A Disability

This essay takes up the concept of “thresholds” as it was developed in the Spring 2014 issue of Departures in Critical Qualitative Research. It opens up a fertile seam of thought about encounters with people labeled as “disabled” and with one's own child in particular. The article troubles the processes of normalization, and opens up the space of difference by excavating its unspeakability. The stories of two mothers and their disabled children are told using the concept of thresholds to examine their encounters with (the difference of) their children. The essay concludes with implications for professional practice.

Collaborative inquiry: Youth, social action, and critical qualitative research

2018 ◽  
Vol 18 (2) ◽  
pp. 194-211 ◽  
Author(s):  
Limarys Caraballo ◽  
Jamila Lyiscott
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Participatory Action Research ◽  
Social Action ◽  
Collaborative Inquiry ◽  
After School ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Critical Qualitative Research ◽  
Research In Education

Youth participatory action research is part of a revolutionary effort in educational research to take inquiry-based knowledge production out of the sole purview of academic institutions and include those who most directly experience the educational contexts that scholars endeavor to understand. Seeking to extend the robust legacy of participatory action research in schools and communities, in this article, we focus on the pedagogical contributions of youth participatory action research collaborations for the teaching of critical qualitative research. We discuss strategies developed and implemented in an after-school youth participatory action research seminar in order to highlight how collaborative educational spaces can contribute to teaching and engaging in critical qualitative research. We also reflect, in our role as educators and researchers, on the possibilities and limitations of teaching qualitative research critically and reflexively, particularly at the intersection of qualitative action research, critical literacies, and youth social action. We conclude with a discussion of the broader implications of collaborative inquiry for the teaching of qualitative research in education and beyond.

scholarly journals Qualitative Responses/Recovery in Repressive Times

2020 ◽  
pp. 194084472097410
Author(s):  
Bryant Keith Alexander ◽  
Kitrina Douglas
Keyword(s):  
Qualitative Research ◽  
Special Section ◽  
World Politics ◽  
University Of Illinois ◽  
Critical Qualitative Research ◽  
Long Time ◽  
Real Community ◽  
The University ◽  
Qualitative Responses ◽  
Community Space

The Special Section documents the resonance of the cancelation of ICQI 2020 in three movements. First, the coming together of long-time participants through electronic means for a short performative video that featured collaborative voices speaking to the power and importance of critical qualitative research in repressive times. Second, documenting on May 21, 2020, on what would have been the first day of the conference, a Zoom gathering was held with nearly 30 scholars from around the world, who would have converged on the University of Illinois-Urbana campus–responding together in a virtual but all-together real community space to share thoughts, feelings, outpourings, promises, and possibilities of critical qualitative research in repressive times. Third, a short sampling of performative scholarships reflecting on both themes of anticipated ICQI panels and emergent commentaries on world politics, COVID-19, the environment, revolution, resistance, and hope.

Work/Think/Play/Birth/Death/Terror/Qualitative/Research

2017 ◽  
Vol 24 (9) ◽  
pp. 712-719
Author(s):  
Jennifer R. Wolgemuth ◽  
Pauliina Rautio ◽  
Mirka Koro-Ljungberg ◽  
Travis M. Marn ◽  
Susan Nordstrom ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Educational Research ◽  
Annual Meeting ◽  
American Educational Research Association ◽  
Qualitative Inquiry ◽  
Research Association ◽  
Research Project ◽  
Critical Qualitative Research ◽  
Birth Death

Inspired by work/think/play in qualitative research, we centered the idea of “play” in a qualitative research project to explore what proceeding from the idea of work/think/play might look like and accomplish. We pursued play in an experimental qualitative inquiry over dinner one night at the 2016 Annual Meeting of the American Educational Research Association. Our article centers on one work/think/play inquiry three of us conducted. Through a playful account of how play unfolded in our work/think/play inquiry that evening, we explore research play as generative, deadly, and censored in the context of neoliberalism and other terrors. We reflect on what (good) play does in qualitative research, what our work/think/play/birth/death/terror/qualitative/research accomplished, if anything. Maybe research play is vital, what keeps us fit to do critical qualitative research. Yet research play moves (well) beyond normative rules of much qualitative research. Is it worth the risk? Can we know? Even after?

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