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This paper examines paradigm proliferation in the context of ongoing efforts by the federal government in the US to regulate academic research. It argues that these efforts amount to an attempt to reposition and de-center universities as sites of knowledge production, not just about education but across domains. The paper examines this politics as a struggle over the geographies of knowledge-constitutive networks. It examines the morphology entailed by state methodologies, and sketches alternatives being developed in educational inquiry. [ABSTRACT FROM AUTHOR]

This paper reanalyzed research previously conducted with Spanish-speaking childcare providers who participated in an educational literacy program. The women in the program were generally framed as the deficient other – illiterate, immigrant women. The authors used a critical framework and Chicana/Latina feminist methodologies, namely pláticas y encuentros (talks and encounters), to investigate, reanalyze, and reinterpret the data. Through the process, the authors not only revealed the inner flame of the participants in the study, but through the collision of their own worldviews, they also exposed more deeply the assumptions buried within their epistemologies, methodologies, and positionalities. The results speak to the importance of critical examinations of power and discourses in education that often reside unexamined, or perhaps examined but largely unpublished, in our research. [ABSTRACT FROM PUBLISHER]

In this paper, I will tell two of my personal stories to try to explore the secret or opaque space between the original telling and retelling of stories in narrative inquiry. Based upon my difficult struggles with the two stories of tea, school, and narrative, I suggest that narrative inquiry has to be a complex loop of relationship, reflexivity, responsibility, and recursion. [ABSTRACT FROM PUBLISHER]

African American faculty have historically been underrepresented within predominantly white institutions (PWIs) and deal with academic isolation, marginalization of their scholarship, and racial hostility. Little is known about the experiences of African American faculty who teach in student affairs graduate programs. The purpose of this study was to focus on their experiences through examination and utilization of their personal counter-narratives. This paper highlights the racial profiling that often shapes their experiences. We employ a qualitative critical race analysis that utilizes counterstorytelling as method to elucidate the experiences of the 13 African American faculty participants in our study. [ABSTRACT FROM AUTHOR]

Higher education institutions are growing as international spaces, making it crucial to understand how international scholars are subjected to U.S. conceptions of race and racialization. Drawing from a tenet of critical race theory (CRT), storytelling and counter storytelling, this autoethnographic study presents reflections of a Korean female scholar's racialized experiences in U.S. higher education. This study explores how personal status as a foreign-born female scholar along with socio-institutional factors shape academic experiences in the U.S. Using autoethnography as a qualitative research method reveals layers of one's consciousness by connecting personal experience to culture. While presenting an amalgam of racial experiences in U.S. academia, I call for the need to address academic imperialism that is embedded in both the dominant structures of our society and in academia. I assert that CRT and AsianCrit have the potential to transform higher education and to develop a more inclusive and racially equitable space for minorities. [ABSTRACT FROM AUTHOR]

Highlights the Interdisciplinary Qualitative Studies Conference in the U.S. Participants; Programs and activities; Focus of the event.

We consider how research participants engage alongside researchers as choreographers of data generation and highlight the everyday practices of researchers and participantsin motionwithin and across time and space. Data for this case analysis were generated during a two-year qualitative study investigating multimodal literacies, multilingualism, and literacy teacher development. We utilized microethnographic discourse analysis to analyze a video excerpt from a classroom observation during writers workshop in a fourth-grade bilingual classroom. We sought to understand how the teacher’s and students’ discursive moves during the event tactically disrupted the researchers’ agenda in the moment and complicated attempts at data analysis. Our analyses illustrate how the teacher multiply situated herself in ways that trouble dichotomous framings of teachers’ work, such as traditional or nontraditional, as well as dominant conceptualizations of qualitative research, such as data “collection.” We end with implications for interpreting and representing research findings. [ABSTRACT FROM PUBLISHER]

How do responsive evaluators provide input to program planners when competing ethical principles point to different choices of effective feedback? A team of three evaluators used participant observation, individual and focus group interviews, and analysis of documents to provide input on the development and outcome of a summer program for high school youth. The goal of the program was to prepare diverse young people for the democratic promotion of religious liberty in the local communities where they resided in the USA. The program planners all sought to prepare community youth leaders to foster the freedom of religion, but they varied in how they believed this ought to be achieved. Some of their disagreements centered on pedagogy and what curriculum and instructional practices would best accomplish their goals. The ethical dilemmas these disagreements created for the evaluators are explored, using a set of moral theories from the western philosophical tradition. [ABSTRACT FROM AUTHOR]

As im/migrant researchers of color working and living in the USA, we begin this article by discussing how our own transnational selves and research have created tensions with the normalized use of socially constructed and theorized categories and differences in US qualitative research practices. We theorize an alternative reflexive mode of conceptualizing a researcher self that can illuminate more contextually engaging understanding and relationships between researcher and researched within our transnational research contexts. We argue that our reflexive approach to researcher self as non-unitary I, circulatory mode of porous and shifting entities simultaneously fracturing and morphing into each other in relation to its changing webs of relationships and history, can bring different ways of understanding and working with the ever changing and interconnected global-local cultural, social, and political conditions and contexts of education and research. [ABSTRACT FROM AUTHOR]

Women, in general, are underrepresented at the secondary leadership level. Numbers of women in leadership become dismal when considering both gender and ethnicity. The lack of women's voice in the literature on educational leadership, particularly those of minority women, grounded this qualitative research project that collected personal narratives of lived experience. The intent for this project was to illuminate differences and commonalities of women leaders from different ethnic backgrounds through their own voices and to listen for strategies used to overcome obstacles that have led to their current success as secondary principals. African-American, Asian, Caucasian, and Hispanic women leaders were interviewed and understood from a feminist post-structural lens to create a vision of what the leadership experience is like at the secondary level. [ABSTRACT FROM AUTHOR]

Two British authors reflect on the current state of qualitative research, viewed as a battlefield through roiling smoke. From a UK perspective they reflect on the perceived crisis in qualitative research in the United States. They also suggest that there are four important features that good qualitative research should rely on: problematizing ‘education’; avoiding ethnocentricism; appreciating the long history of qualitative research; and carrying out proper in‐depth ethnographic studies that generate adequately theorized analysis. If these features appear, qualitative research will thrive. Researchers need to reaffirm the significance of qualitative research but repeated searches for novelty and a denial of past achievements will weaken our overall claim for legitimacy. In the UK and Europe qualitative research is flourishing, but there too it needs constantly to demonstrate the quality of research and its enduring impact on high‐quality social research. [ABSTRACT FROM AUTHOR]