Disrupting Qualitative Inquiry Possibilities and Tensions in Educational Research

«Love. Truth. Stouthearted. Intuition and hope, not exempt from struggle, controversy and tensions, where love for infinite possibilities offset conflicts. Disruptive Qualitative Inquiry is a refreshing and timely dialogue, engaging new and old generations of critical qualitative researchers in an on-going, ever flowing discussion on the challenges and hope for a framework and methodology in education that does the risky, dirty but ever-so needed work of disruption. This energetic collection disrupts static norms of inquiry, teaching, and research practices to energize and move educational inquiry onward.» (Blair E. Smith, Doctoral Student Syracuse University)
«In this edited collection of methodological disruption, Ruth Nicole Brown, Rozana Carducci, and Candace Kuby have assembled a new generation of qualitative researchers who exhibit a healthy disregard for tradition, and a willingness to explore unchartered methodological territory. The research exemplars and theoretical discussions presented in this text are sure to serve as a model for both emerging, and established scholars looking for fresh examples of how such disruptive practices work.» (Lisa A. Mazzei, Associate Professor, University of Oregon)

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.