Full Product Details
Author: Rachelle Winkle-Wagner (University of Wisconsin – Madison, USA) ,
Jamila Lee-Johnson (University of Wisconsin- Madison, USA) ,
Ashley N. Gaskew (University of Wisconsin-Madison, USA)
Publisher: Taylor & Francis Ltd
Imprint: Routledge
Weight: 0.381kg
ISBN: 9781138067035
ISBN 10: 1138067032
Pages: 250
Publication Date: 09 July 2018
Audience:
College/higher education
,
Postgraduate, Research & Scholarly
Format: Paperback
Publisher's Status: Active
Availability: In Print
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Reviews
In addition to offering ways for scholars to build on existing methodologies, contributors to this volume also offer new paradigms while inviting all scholars to consider their tools.... I am encouraged by education researchers desire to transcend contrived borders and employ the methods, forms of methods, analysis, and strategic reconstruction of these forms in order to ask an entirely new set of questions. -from the Foreword by Maisha T. Winn, Chancellor's Leadership Professor, and Co-Director of Transformative Justice in Education (TJE) at the University of California- Davis, USA This book provides critical scholars interested in paying attention to the larger social structural issues and oppression with tangible how to's for critical qualitative data analysis and, in this way, encourage researchers to work toward social change. Too often data analysis processes are reductive and void of theory and, importantly, the authors fill a gap in the existing literature. This thoughtful book is useful for introductory qualitative researchers and senior scholars alike. - Penny A. Pasque, Professor and Department Head, Educational Leadership, Policy, and Human Development, North Carolina State University, USA
In addition to offering ways for scholars to build on existing methodologies, contributors to this volume also offer new paradigms while inviting all scholars to consider their tools.... I am encouraged by education researchers desire to transcend contrived borders and employ the methods, forms of methods, analysis, and strategic reconstruction of these forms in order to ask an entirely new set of questions. -from the Foreword by Maisha T. Winn, Chancellor's Leadership Professor, and Co-Director of Transformative Justice in Education (TJE) at the University of California- Davis, USA This book provides critical scholars interested in paying attention to the larger social structural issues and oppression with tangible how to's for critical qualitative data analysis and, in this way, encourage researchers to work toward social change. Too often data analysis processes are reductive and void of theory and, importantly, the authors fill a gap in the existing literature. This thoughtful book is useful for introductory qualitative researchers and senior scholars alike. - Penny A. Pasque, Professor and Department Head, Educational Leadership, Policy, and Human Development, North Carolina State University, USA
In addition to offering ways for scholars to build on existing methodologies, contributors to this volume also offer new paradigms while inviting all scholars to consider their tools.... I am encouraged by education researchers desire to transcend contrived borders and employ the methods, forms of methods, analysis, and strategic reconstruction of these forms in order to ask an entirely new set of questions. -from the Foreword by Maisha T. Winn, Chancellor's Leadership Professor, and Co-Director of Transformative Justice in Education (TJE) at the University of California- Davis, USA ã This book provides critical scholars interested in paying attention to the larger social structural issues and oppression with tangible how to's for critical qualitative data analysis and, in this way, encourage researchers to work toward social change. Too often data analysis processes are reductive and void of theory and, importantly, the authors fill a gap in the existing literature. This thoughtful book is useful for introductory qualitative researchers and senior scholars alike. - Penny A. Pasque, Professor and Department Head, Educational Leadership, Policy, and Human Development, North Carolina State University, USA
Author Information
Rachelle Winkle-Wagner is an Associate Professor of Educational Leadership and Policy Analysis at the University of Wisconsin–Madison, USA. Jamila Lee-Johnson is a doctoral student in the Educational Leadership and Policy Analysis program at the University of Wisconsin–Madison, USA. Ashley N. Gaskew is a doctoral candidate in the Educational Leadership and Policy Analysis program and the Curriculum and Instruction program at the University of Wisconsin–Madison, USA.
