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

Qualitative Research in the Time of COVID: Lessons Learned and Opportunities Presented During a Pandemic focuses broadly upon educational issues during the COVID-19 pandemic. The chapters make note of how contextual understandings are important for the future of researchers, especially when those contexts involve inequality made more acute since the pandemic. The chapters illustrate the importance of creating a climate of care based upon the principles of care ethics, and also examine projects that could be taken in the context of necessary self-care during challenging times. Chapters address the climate of caring in both in-person and online educational spaces and what it means to support students in an expanded conception of classroom space. In discussions ranging from exemplars of arts-based, personal narrative to completing a dissertations during a pandemic, chapters share both the immensity of the challenges and the rewards of productive and meaningful work both domestically and internationally. In the context of the living taking place after the pandemic’s coming into being as an event, this volume humbly offers writings as documents of remembrance of our historical present, offering with the hope that the historical may continue to move forward with an ethics of care ever in the foreground.

Qualitative Research in the Time of COVID is perfect for such courses as Qualitative Research, Qualitative Inquiry, Ethnography, Teacher Education, Action Research, and Educational Research.

An Introduction to Complexity Pedagogy: Using Critical Theory, Critical Pedagogy and Complexity in Performance and Literature offers readers an introduction to the basic concepts of complexity science and how they might be applied in the teaching of composition, creative writing, performance, and literature.

The book builds on Critical Theory (defined as Frankfurt Theory) and border theory, serving as a critique of neoliberalism in higher education and the teaching of critical thinking as a set of skills. Individual chapters are devoted to the following artists and writers:

• the Choctaw people
• author LeAnne Howe
• Chicana lesbian author Gloria Anzaldua
• performance artist Karen Finley
• the performance duo Bob Flanagan and Sheree Rose

The strength of this book is that it concentrates on the teaching of interrelated topics: borders (including the border between the able/disabled), complexity, mixed ancestry, ability/disability, texts, and performance, using the Mexico-U.S. border as the working example of a complexity system.

The work of the five aforementioned artists and authors are used to focus on political resistance within the context of decolonialism, but there are also references to mixed ancestry populations (including Redbones) and disability issues.

This complexity frame of reference allows the reader to see and understand both the artists’ narratives and viewpoints in the dynamic relations of shorter and longer time frames. No prior knowledge of complexity science is required and ample examples of complexity-related topics-- from coral reefs to zebra stripes--are provided. The focus is on students in state universities and community college transfer students, especially first generation students and students of color, with policy implications pointing to a critique of both elite small liberal arts colleges (SLACs) and research institutions.

An Introduction to Complexity Pedagogy: Using Critical Theory, Critical Pedagogy and Complexity in Performance and Literature is the perfect text for assignment in a variety of classrooms, including courses in Complexity Science, Composition and Rhetoric, Performance Arts, Cultural Studies, Critical Theory, Ethnic Studies, and many others.

Perfect for courses such as: Introduction to Creative Writing | Advanced Composition | Introduction to Border Art | Introduction to Complexity in the Arts and the Humanities | Introduction to Multicultural Literature | Introduction to Chicanx and Native American Literature | Introduction to Performance Art and Social Justice | Special Topics: Complexity, the Environment, Literature and the Arts | Special Topics: Disability Studies and Performance | Special Topics: Critical Family Histories, Mixed Ancestry and Pedagogy

Generative Knowing explores the mystery of learning from the unknown in ways that reveal that learning is a dynamic phenomenon, encompassing both personal and societal contexts.

Dewey defines learning in terms of experience, reflection, continuity, and interactivity. When learning happens, it eventually solidifies into reliable truths that become a shortcut for taking action or making decisions—thus a habit of learning is formed and becomes rigid.

Generative knowing is an emerging theory of adult learning that seeks the not-yet-foreknown potential that waits to be uncovered in the richness of experience. The book delivers vignettes of different lived experiences of being and becoming, signaling multiple ways in which a person shapes and transcends traditional conceptions of self-other binary activating the power to respond to the ongoing complex evolution of self and society.

Generative Knowing seeks to accomplish four goals:

• to offer a unique exploration of learning, positioned as response-ability that illuminates the relatedness of learning and complex, ambiguous, unsolvable challenges that are recognizable in society as social challenges (i.e. forced migration)
• to present and distinguish an emerging theory of adult learning, generative knowing. Generative knowing emerged as a distinct learning disposition at the intersections of personal meaning making capacity (developmental psychology) encountering the characteristics of rising ambiguity (complexity sciences) and the lived experience of undergoing experience
• to make visible and help others make the connections between generative knowing at a personal level and the complex, ambiguous unsolvable challenges in today’s society, and
• to provide illustrations of what generative knowing entails, how it shapes personal and societal transformation and how that may support educators, facilitator activists and change activists to make space for generative knowing when complex challenges call for both personal and societal transformations.

In Justice for Black Students: Black Principals Matter, Kofi Lomotey begins with a two-pronged premise: (1) Black students do not receive a quality education in US public (or private) schools, and (2) Black principals, like Black teachers, can make a positive impact on the academic and overall success of Black students. Through the chronicling of his own work over 50 years—as a practitioner and an academic—Lomotey puts forth this argument with a focus on Black principals. In this book, he positions his 1993 coining of the term ethno-humanism—a role identity which he attributes to successful Black principals—as a fundamental/critical component of the leadership of these principals. In reprinting three of his earlier articles and sharing new information (including a review of the literature on Black male principals), he provides a broad-based description of this role identity and then links it to the more recent concepts of culturally responsive/culturally relevant teaching/pedagogy and culturally responsive/culturally relevant school leadership, before describing the implications for Black students of his own work and of other research that has been conducted on Black principals. This volume is essential reading for all educators interested in seeing a significant improvement in the academic and overall success of Black students. Preservice teachers, practitioners, and administrators will find enormous value in the book’s message.

Perfect for courses such as:  Introduction to Education │ Leadership for Equity and Social Justice in Education │ Black Education │ Multicultural Education │ School Leadership │ Culturally Responsive Leadership

Can transformation be the primary goal of autoethnographic research? In this book, the authors present a compelling case that this is indeed possible. Since autoethnography first appeared as a nascent approach to social inquiry, much has been written about it as a useful addition to the field of qualitative research methods. Over the years, its usage has been extended across various disciplines including the humanities, human services, social sciences, leadership studies, engineering, education, counseling, and even medical education. Notably, the primary function of autoethnography to advance our understanding around sociocultural phenomena has been increasingly paired with a parallel function of the many ways in which this research method can also contribute to practice. However, though its contribution to scholarship is well documented, less has been written about its practical usage as the focal point of inquiry. Yet there is growing evidence that one of the emerging strengths of autoethnography is its transformative capabilities. In Transformative Autoethnography for Practitioners, Hernandez, Chang and Bilgen turn the spotlight on autoethnography as a tool for practitioners where the primary goal is to solve real world problems by facilitating transformational change at the individual, group and/or organizational levels. They draw on existing scholarship as well as their collective work and expertise to provide a Transformative Autoethnographic Model (TAM) for use by practitioners who are intent on effecting such changes in their respective contexts.

The book contains seven chapters. Chapters One through Three provide the theoretical grounding for a transformative autoethnography model. Chapter One begins with a broad overview of autoethnographic research and the unique characteristics of this method that makes it especially suited for effecting transformational learning. In chapters Two and Three, the authors provide a quick review of the literature relevant to individual autoethnography and collaborative autoethnography respectively. Each chapter discussion is centered around explicating the transformative elements of the method as well as how it is able to effect change at the individual, group, and organizational level. Chapters Four through Six focus on the praxis of transformative autoethnography. In Chapter Four, the transformative autoethnography model (TAM) is presented in detail and templates are provided for its application. Chapters Five and Six show the application of the TAM in a variety of settings. The book ends with a final chapter discussion on the continuing evolution of autoethnographic explorations, as well as future applications for the TAM model in a fast changing digital landscape.

Perfect for courses such as: Research Methods in the Social Sciences | Qualitative Research Methods | Narrative Research | Advanced Qualitative Research Methods | Coaching and Consulting | Leading Change

Writing Beyond Recognition: Queer Re-Storying for Social Change documents and analyzes the insidious ways heteronormativity produces homophobia and heterosexism, including how this operates and is experienced by those who identify as gay, lesbian, bisexual, transgendered and queer.

Using critical arts research practices read through queer and feminist theories and perspectives, the chapters in the book describe how participants who identified as lesbian, gay, bisexual and transgendered gained critical insights by learning to write and read about their experiences in new ways. Their revised queer stories function to enable a movement beyond merely recognizing to appreciating and understanding those differences. Robson offers a powerful argument about how everyone is narrated by and through discourses of gender and sexuality. Therefore, the content of the book is directed at all readers, not only those who identify as gay, lesbian, bisexual, transgendered or queer. The book will be important as a text in any course or area of study that is focused on inclusive education, cultural studies in education, critical arts research methods, gender and sexuality studies, and critical literacy approaches in education.

Perfect for courses such as: Qualitative Research Methods | Social Justice | Ethnography | Critical Qualitative Inquiry | Gender, Sexuality, and Women’s Studies | Participatory Action Research | Arts-Based Research | Writing | Autobiography | Curriculum Studies | Teacher Education | Cultural Studies | Reading and Literacy Education | Community Education | Adult Education