PRODUCTS

An Introduction to Critical Autoethnography and Education: The Vulnerable Researcher examines the practice of critical autoethnography, which combines critical pedagogy, autoethnography, and often, critical ethnography, as a research methodology for conducting research in vulnerable communities without establishing hierarchical systems. Researchers who work collaboratively with participants in these communities can provide a means for often-unheard voices to reach wider audiences.

Researchers function as collaborators/participants in the research, asking themselves the same questions they ask the other participants in the research. This methodology requires reflection and introspection, as researchers examine the Self and the complexities of their cultural perspectives, whether visible or invisible, hidden beneath layers of socially constructed beliefs and behaviors. This interrogation and problematization of words and actions surpasses chronological and supposedly objective recounting of autobiography, leading to a deep understanding of the sociocultural, socioeconomic, political, and historical beliefs that created their ways of understanding and navigating the world. Traditional research situates researchers as experts. Pushing against existing norms, critical autoethnography negates hierarchical thinking, believing all collaborators co-construct equally valuable knowledge and meaning.

Accessible to diverse audiences, this book would be appropriate in graduate qualitative methods or foundations courses, at introductory or advanced levels. It would also be a good addition to any undergraduate courses preparing students to conduct research in vulnerable communities.

Perfect for courses such as: Qualitative Research Methods I | Qualitative Research Methods II | Advanced Qualitative Research Methods | Social Justice in Education Research | Case Study | Ethnographic Research in Education | Anthropology in Education | Critical Qualitative Inquiry | Multicultural Research Methods

The Science I Know: Culturally Relevant Science Lessons from Secondary Classrooms is a collection of culturally relevant lesson plans written by secondary science teachers. Each lesson discusses how the tenets of academic success, cultural competence and critical consciousness that are part of the theory of Culturally Relevant Pedagogy (CRP) are addressed (Ladson-Billings, 1995). Additionally, each lesson plan is structured following the 5E learning cycle (Bybee, 2006) and aligned to the Next Generation Science Standards (NAS, 2012). The goal of this book is to help science teachers understand how to go about designing lessons that are culturally relevant. The hope is that the lessons that are detailed in each chapter will inspire teachers to draw the cultural knowledge from their students and capitalize on it when designing science lessons.

After an introductory chapter that discusses how science education has shifted in recent decades to address the needs of diverse students, the main body of the text is divided into three sections. The first part introduces Culturally Relevant Pedagogy (CRP) as a framework; this would be important for those readers unfamiliar with Gloria Ladson-Billings’ work. It addresses and discusses the three tenets of CRP (Academic Success, Cultural Competence and Critical Consciousness) and it includes an explanation of how each area can be observed and addressed in science education specifically. The second part features lesson plans from secondary science classrooms written by teachers from different subject areas (i.e., life science, physical science, earth science, etc.). The lesson plans follow the 5E Instructional Model (Bybee et. al., 2006). This model promotes inquiry by guiding teachers in the design of lesson plans that are “based upon cognitive psychology, constructivist-learning theory, and best practices in science teaching.” (Duran & Duran, 2004). A brief snapshot of each teacher precedes each lesson plan. A discussion about how each of the CRP tenets is observed appears after each lesson plan. Finally, each plan featured will have a section that addresses the concepts of Funds of Knowledge (Moll et al., 1992). This concept will guide teachers in the process of identifying and maximizing students’ cultural capital in the classroom. Each lesson plan chapter concludes with questions for further consideration for teachers. The last part of the book features a discussion about what the future of science education will look like based on the sets of skills and practices that are part of the national and state standards. It includes best practices for teachers when preparing and planning to implement culturally relevant practices in their classrooms.

The Science I Know is not only essential reading for all science teachers interested in utilizing culturally relevant instructional practices in their classroom, but also a valuable tool in the instruction of pre-service teachers in Colleges of Education. The book’s structure is ideal for classroom use.

Being a transgender or gender creative (T*GC) child in the United States today means facing a national debate about whether you are entitled to exist, live a full life, or control your body. The battle for T*GC rights today is part of a larger intergenerational war and one key battleground is America’s public schools. Even before the current onslaught of anti-trans* legislation, persistent cis-heteronormativity was rendering thousands of students (and adults) invisible and othered in schools. T*GC students have suffered dire consequences from educational neglect, including among the highest rates of academic exclusion, vulnerability to every kind of violence, poor mental health, and troubling life outcomes. At the time that this manuscript was completed, the American Civil Liberties Union (ACLU) was tracking over 460 anti-LGBTQ+ bills, roughly half of which target the T*GC community (children, in particular)—an avalanche of hate orchestrated by a powerful, vocal minority.

T* is for Thriving offers the collected wisdom of transgender and gender creative youth and educators to light a path toward T*GC community thriving. Through their voices, we learn what schooling has been like; how their educational experiences echo throughout their daily lives; and what public education can do better to both center their needs and promote a lifetime of growth and fulfillment.

As concerned and caring adults meeting this moment, we must be courageous about representing, affirming, and celebrating T*GC needs, histories, and contributions in schools. These stories and lessons are an immediate resource for advancing a pedagogy of hope and possibility for the present and future that our children deserve. T* is for Thriving is essential reading for anyone involved in defending the rights of educators and students. It is the perfect text for a variety of courses in social justice, LGBTQ+ topics, and critical pedagogy.

Written by scholars from three generations of qualitative methodologists, Qualitative Research Design and Methods: An Introduction situates qualitative research within the history of the field and integrates this history within discussions of specific research designs. This novel approach allows readers to come to know the genealogy of the field and how previous generations of scholars have informed what we know today as qualitative research. The text reflects these more traditional as well as emerging qualitative research approaches, providing a theoretically grounded approach to designing and implementing qualitative research studies. While some introductory research texts focus on the specific methods of qualitative research with little attention to the role of theory, this book forefronts theory in qualitative research. The authors speak to students new to qualitative research with clear discussions of theory and theoretical concepts and how those notions must be considered throughout all aspects of research design, implementation, and representation of findings. Each chapter integrates discussion of theory. In addition, the book highlights the role of ethics in the same way with a chapter at the beginning as well as discussions of ethics threaded throughout each of the design chapters.

Qualitative Research Design and Methods is THE introductory textbook for students taking introductory masters and doctoral courses in qualitative research. Instructors in those classes will appreciate the straightforward language and concepts provided by the authors.

Perfect for courses such as: Introduction to Qualitative Research and Qualitative Research Design

Reclaiming the Education Doctorate: A Guidebook for Preparing Scholarly Practitioners is a practical guide for those seeking to (re)design a professional practice doctorate program in education that prepares Scholarly Practitioners. To tackle the comprehensive change process necessary for (re)designing the EdD, this book will guide the reader with an improvement lens that looks at the roots of the confusion of the EdD, the system that created it, and the framework that helped to reclaim it.

Readers will be guided through a backward mapping (re)design process that begins with defining graduate outcomes, maps through the milestones and courses, ends with rethinking the admissions process. Along the way, readers will learn how to design and integrate a dissertation in practice into the curriculum, consider best practices for their program (re)design, and view examples of successful programs. Additionally, to support readers in their (re)design efforts, each chapter will offer exercises, tools, and resources that will guide the process. The book will prove to be an invaluable resource for anyone developing or revising their EdD program.

After the opening chapter that explains the mission statement of Reclaiming the Education Doctorate, Jill Perry structures chapters to deal with the full range of issues that impact EdD programs, including:

• Roots of the EdD Problem
• Aim: The Professional Practice Doctorate Driving Change
• Backward mapping: beginning with the end
• The heart of the program: Curriculum
• The beginning: Admitting Candidates
• Measuring Impact
• Leading Change

A key distinction between an education doctorate, or Ed.D., and other doctorates in the field of education is the development of scholar practitioners armed with knowledge and skills to successfully lead change in their profession. Critical inquiry is one such skill, increasingly taught in many Ed.D. programs in some form of applied research methodology. Teaching Critical Inquiry and Applied Research: Moving Beyond Traditional Methods gathers insights from Ed.D. faculty regarding how the teaching of applied research occurs to develop scholar practitioners prepared to bring change to their respective professional fields. The 13 chapters provide a broad coverage of related topics, which includes advocacy and leadership through research, innovative features of methods courses, and methodology-focused program redesign. Each chapter includes strategies and recommendations for others interested in implementing something similar in their courses and programs. This book also captures student voices, in the form of vignettes written by students within each chapter, to illustrate the powerful impact of learning related to critical inquiry and applied research. Teaching Critical Inquiry and Applied Research is an excellent text for classrooms devoted to critical research, critical pedagogy, and other courses.