Bridging the Gap Between Theory and Practice in Educational Research ― Methods at the Margins

This book provides new ways of thinking about educational processes using quantitative and qualitative methodologies. Concrete examples of research techniques are provided for those conducting research with marginalized populations or about marginalized ideas. This volume asserts theoretical models related to research methods and the study of underrepresented groups. Ultimately, it aims at expanding knowledge itself - altering the center by allowing the margins to inform it - allowing it to be created and extended to include those ways of knowing that have historically been unexplored or ignored.

Rachelle Winkle-Wagner is Assistant Professor at the University of Wisconsin-Madison, USA. Her research focuses on the sociological aspects of race, class, and gender in higher education, considering topics such as access and retention for students of color, race and identity theory, the application of philosophy to research, and qualitative inquiry. She is the author of the book The Unchosen Me: Race, Gender, and Identity Among Black Women in College and a monograph, Cultural Capital: The Promises and Pitfalls in Educational Research. Her work has also appeared in journals such as The Review of Higher Education, Educational Policy, and Teachers College Record.

Cheryl A. Hunter is Assistant Professor in Educational Foundations and Research at the University of North Dakota, USA. She teaches coursework in international and comparative education, multicultural and diversity education, and qualitative research methodologies. Currently, her research focuses on what teachers learn during culturally and linguistically diverse immersive experiences and how those experiences change their perspectives on culturally diverse students and communities.

Debora Hinderliter Ortloff is Assistant Professor of Educational Research and Multicultural Education at the University of Houston-Clear Lake, USA. Her research examines issues of global citizenship, internationalization, and qualitative research. She also works with schools on developing teacher-led action research projects to improve educational outcomes. In addition to this edited volume, her work has been published in Educational Research, Intercultural Education, Comparative Education Review, Journal of Curriculum Studies, and European Education.