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Methodology and Praxis: Thinking with Patti Lather examines the work of Patti Lather and its importance at the intersections of curriculum theory, cultural studies, and critical qualitative research. The book explores the impact of Lather's work on the field both broadly and in specific and to engage with her ideas and methods in innovative ways. Since 1988, Patti Lather has been a faculty member at Ohio State University's School of Educational Policy and Leadership, where she teaches qualitative research, feminist methodology, and courses on gender and education. She has authored four influential books: Getting Smart: Feminist Research and Pedagogy With/in the Postmodern (1991 Critics Choice Award); Troubling the Angels: Women Living with HIV/AIDS (co-written with Chris Smithies, 1998 CHOICE Outstanding Academic Title); Getting Lost: Feminist Efforts Toward a Double(d) Science (2008 Critic's Choice Award); and Engaging (Social) Science: Policy from the Side of the Messy (awarded the Critic's Choice Award in 2010 and 2011). Dr. Lather has delivered lectures extensively both nationally and internationally, and has held several distinguished visiting lectureships. Her research explores (post)critical, feminist, and poststructural theories, with her recent work focusing on how the demand for scientifically-based research in education affects qualitative inquiry. She has served in visiting roles at institutions such as the University of British Columbia, Goteborg University, York University, and the Danish Pedagogy Institute, and in 1995 she undertook a sabbatical at the Humanities Research Institute at the University of California, Irvine, where she led a seminar on feminist research methodology. Her accolades include a 1989 Fulbright to New Zealand and induction as an AERA Fellow in 2009. Lather is a prominent and prolific scholar whose work has been influential in shaping multiple fields, challenging conventional understandings of research and knowledge, and advocating for social justice and equity in education. This collection represents a diverse group of academics that builds on these contributions and showcase the diverse ways in which research improves teaching and learning. Contributors in this volume include scholars in educational theory, social science, research methodology, feminist social theory, and curriculum theorizing. Perfect for courses such as: Cultural Studies of Education; Qualitative Research Methodology; Contemporary Curriculum Theory; Advanced Qualitative Inquiry; Feminist Theory and Methodology; Education Policy Studies; Research In Education

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9781975506445

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Gabriel Huddleston, Ph.D., is an Associate Professor and Department Chair of Counseling, Societal Change, and Inquiry in the College of Education at Texas Christian University (TCU). He is also the director of the Center for Public Education and Community Engagement, one of three research centers and institutes housed in the College of Education. Additionally, he is Affiliated Faculty with both the Women and Gender Studies (WGST) and Comparative Race and Ethnic Studies (CRES) departments. In 2018, Gabe collaborated with other TCU CRES scholars to design a K-12 social studies curriculum overlay focusing on Latinx cultures and histories. He teaches classes in curriculum studies, qualitative inquiry, teacher education, and a Deconstructing Disney class for the John V. Roach Honors College. His work in curriculum studies utilizes a Cultural Studies theoretical framework within qualitative research to examine the intersections between schools and society, with a particular focus on the relationship between neoliberal education reform and teachers. His research interests also include popular culture, spatial theory, new materialism, and postcolonial studies. Gabriel has published in several journals. Additionally, he has co-authored several entries in the Oxford Research Encyclopedia of Education regarding Curriculum Theory/Studies. Gabe has actively participated in the American Education Research Association (AERA) annual conference from 2012 to 2023. In 2020, he received the Critical Issues in Curriculum Studies and Cultural Studies SIG Early Career Scholars Award and was inducted into the Professors of Curriculum. From 2013 to 2018, he served as the Managing Editor of the Journal of Curriculum Theorizing (JCT), during which time he also acted as the Program Chair and co-organizer for JCT's annual conference, The Bergamo Conference on Curriculum Theory and Classroom Practice. Dr. Rob Helfenbein is Professor of Curriculum Studies in the Tift College of Education and has published numerous pieces about contemporary education theory in journals such as Curriculum Inquiry; the Journal of Curriculum Theorizing; The Review of Education; Pedagogy & Cultural Studies; Educational Studies; The Urban Review; and co-edited the books Unsettling Beliefs: Teaching Theory to Teachers (2008); Ethics and International Curriculum Work: The Challenges of Culture and Context (2012); Deterritorializing/Reterritorializing: Critical Geographies of Education Reform (2017); and the single-author text Critical Geographies of Education: Space, Place, & Curriculum Theory (2021). From 2013 to 2019, he served as Editor of the Journal of Curriculum Theorizing and organizer of the annual Bergamo Conference on Curriculum Theory and Classroom Practice in Dayton, Ohio. His current research interests include curriculum theorizing in urban contexts, cultural studies of education, postfoundational research, and the impact of globalization on the lived experience of schools.

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