Critical Theory and Qualitative Data Analysis in Education offers a path-breaking explanation of how critical theories can be used within the analysis of qualitative data to inform research processes, such as data collection, analysis, and interpretation. This contributed volume offers examples of qualitative data analysis techniques and exemplars of empirical studies that employ critical theory concepts in data analysis. By creating a clear and accessible bridge between data analysis and critical social theories, this book helps scholars and researchers effectively translate their research designs and findings to multiple audiences for more equitable outcomes and disruption of historical and contemporary inequality.
| Foreword: Reflections on Research that is Humanizing |
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viii | |
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| Preface |
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xii | |
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| Acknowledgements |
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xvi | |
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SECTION I The Need for Partnering Critical Theory and Data Analysis in Education |
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1 | (74) |
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1 The Missing Link in Data Analysis: An Introduction to the Use of Critical Theory to Guide Data Analysis |
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3 | (11) |
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2 The Missing Infinite: A History and Critique of Mainstream and Counter-Mainstream Methodologies |
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14 | (32) |
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3 Trouble the Translating: Border Thinking, Indigenous Knowledges, and Undoing Method |
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46 | (15) |
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4 De-Norming the Syllabus: An Analysis Situated in Critical and Caring Pedagogies |
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61 | (14) |
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SECTION II Critical Theory and Analysis with Marginalized Populations |
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75 | (82) |
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76 | (5) |
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5 Illuminating Systemic Inequality in Education: Using Bourdieu in Critical Qualitative Data Analysis |
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81 | (11) |
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6 Answering the Methodological "Call" to Position Complex Blackness in Conversation With Hermeneutic Phenomenology |
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92 | (17) |
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7 Thinking with Queer of Color Critique: A Multidimensional Approach to Analyzing and Interpreting Data |
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109 | (14) |
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8 Globalization, Higher Education, and Crisis: A Model for Applying Critical Geography toward Data Analysis |
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123 | (15) |
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Chelsea A. Blackburn Cohen |
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9 Context and Materiality: Inclusive Appropriations of New Materialism for Qualitative Analysis |
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138 | (19) |
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SECTION III Critical Theories and Data Analysis in Institutions and Policies |
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157 | (74) |
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158 | (5) |
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10 A Culture of Values: Rethinking School Quality and Culture through Fanonian Critical Theory |
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163 | (14) |
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11 Discourse, Representation, and "Othering": Postcolonial Analysis of Donald Trump's Education Reform |
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177 | (16) |
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12 Analyzing Policy Critically: Using Critical Race Theory to Analyze College Admissions Policy Discourse |
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193 | (11) |
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13 Habermas and Data Analysis in For-Profit Higher Education Institutions |
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204 | (18) |
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14 Using Social Media to (Re)Center Black Women's Voices in Educational Research |
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222 | (9) |
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| Afterword |
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231 | (9) |
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| List of Contributors |
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240 | (4) |
| Index |
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244 | |
Rachelle Winkle-Wagner is an Associate Professor of Educational Leadership and Policy Analysis at the University of WisconsinMadison, USA.
Jamila Lee-Johnson is a doctoral student in the Educational Leadership and Policy Analysis program at the University of WisconsinMadison, USA.
Ashley N. Gaskew is a doctoral candidate in the Educational Leadership and Policy Analysis program and the Curriculum and Instruction program at the University of WisconsinMadison, USA.
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