This volume consists of 13 essays by education and other professors and doctoral students from North America, Europe, Singapore, and Australia, who describe classroom-tested processes and pedagogy that develop students' abilities and motivations as qualitative researchers. Instructors share their pedagogy, and doctoral students relate their perceptions of experiences as they learned to work collaboratively in inquiry simulations to construct a qualitative study, learned to recognize how their personal epistemological worldviews impact qualitative research, and how they might interpret and analyze data. The volume outlines practices and approaches meant to assist instructors of various qualitative research methods courses to help students become active, empowered, self-directed learners who learn qualitative research by doing it. Chapters discuss teaching for empowerment, including ways to help students in their writing, focusing on mindfulness, orienting towards philosophical stance and positionality, and promoting reflexivity in a community of practice in a course on interviewing; the experience of empowerment during graduate work, with students discussing how empowerment occurred through learning to do fieldwork by doing it along with others, scholarship in arts-based research, writing texts in forms other than original course readings to access difficult-to-understand topics, how lecturer-produced simulations can aid in developing and understanding research design, and how andragogy principles empowered a nontraditional African American doctoral student; and orienting educational perspectives toward the empowerment that goes beyond formal schooling, including apprenticeships, developing a professional vision, and participating in a university seminar on grounded theory method. Annotation ©2020 Ringgold, Inc., Portland, OR (protoview.com)
This 6th volume in the PRMD book series blends the thoughts of international qualitative research methods scholars with the diverse voices of their students to describe innovative, constructivist approaches that empower students as active, self-directed learners who learn to do qualitative research by doing qualitative research.
