Disrupting Qualitative Inquiry ─ Possibilities and Tensions in Educational Research

Brown, Carducci, and Kuby have compiled a collection of essays dedicated to a qualitative examination of disruptive qualitative inquiry. The text is divided into two parts, the first focused on the practices, methodologies, and politics of performing disruptive qualitative inquiry, the second focused on disrupting politics and practices in the academy itself. Brown is a faculty member of University of Illinois, Urbana-Champaign. Carducciis a faculty member of Salem State University. Kuby is a faculty member of the University of Missouri. Annotation c2014 Ringgold, Inc., Portland, OR (protoview.com)

Ruth Nicole Brown (PhD in Political Science from the University of Michigan, Ann-Arbor) is an assistant professor of social and cultural foundations of educational policy and gender studies with a joint appointment in the Departments of Education Policy, and Organizational Leadership and Gender and Women’s Studies. Among other books and articles, she is the author of the forthcoming title Hear Our Truths: The Creative Potential of Black Girlhood.
Rozana Carducci (PhD in Higher Education and Organizational Change from ULCA) is an assistant professor of higher education in the Department of Educational Leadership and Policy Analysis at the University of Missouri. Dr. Carducci is co-author of the ASHE Higher Education Report, Qualitative Inquiry for Equity in Higher Education: Methodological Innovations, Implications, and Interventions (2012).
Candace Kuby (PhD in Literacy, Culture and Language Education from Indiana University) is an assistant professor of early childhood education in the Department of Learning, Teaching and Curriculum at the University of Missouri. She is the author of the forthcoming title Moments of Consciousness-Raising: Personal Narratives that Influence Critical Literacy Teaching.