About the Author |
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xiii | |
Random yet Necessary Appreciation Notes |
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xv | |
The (Un)Structure of This Book |
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xvii | |
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1 | (10) |
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9 | (2) |
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2 Methodological Language Creates "Realities": Labels and Language Matter |
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11 | (34) |
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11 | (2) |
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13 | (2) |
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Qualitative Researchers' Romance With the Meaning |
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15 | (5) |
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Labels Create, Act, Provoke, and Do Other Things |
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20 | (3) |
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Using Labels of Reflexivity and Triangulation |
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23 | (17) |
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23 | (5) |
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The Label of Triangulation |
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28 | (5) |
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The Label of "Triangulaxivity" |
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33 | (7) |
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Possibilities of Linguistic Creativity and Innovation in Research: Living With Words Without Stable Meaning |
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40 | (4) |
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44 | (1) |
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3 Data-Wants and Data Entanglements: Data Matter |
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45 | (34) |
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48 | (2) |
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The Dilemma of Data-Wants |
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50 | (1) |
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51 | (3) |
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54 | (1) |
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Interlude: Knowledge Context |
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55 | (3) |
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Analytical Interactions in the Existing Literature |
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58 | (2) |
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60 | (14) |
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Differentiation 1 Counting |
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61 | (2) |
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63 | (2) |
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Differentiation 3 Filling In and Extending |
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65 | (2) |
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Differentiation 4 Dialoging With Themselves |
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67 | (3) |
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Differentiation 5 Multiplying |
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70 | (4) |
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The Paradox of Wanting/Interacting |
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74 | (1) |
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75 | (4) |
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Irruption 1 Introducing Undirectionality and Uncertainty Through Images |
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77 | (2) |
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4 Fluid Methodological Spaces: Methodologies Matter |
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79 | (22) |
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What Do Linear Methodologies Do? |
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81 | (3) |
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What Might Happen in Fluid Methodological Spaces? |
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84 | (3) |
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84 | (1) |
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Work Against Methodological Norms and Grand Narratives |
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85 | (1) |
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86 | (1) |
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Conceptualizing Fluid and Incorporeal Methodological Spaces |
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87 | (1) |
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Connecting With Massumi and Deleuze |
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87 | (2) |
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Connecting With Baudrillard |
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89 | (1) |
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Connecting With Mol and Law |
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89 | (3) |
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Annemarie Mol's Fluid Methodology |
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92 | (2) |
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Another Conceptualization Beyond Mol's Methodological Singularity |
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94 | (3) |
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The Unexpected Lives of Methodologies Without Methodology |
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97 | (2) |
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99 | (2) |
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5 Afterword: This Project (and Other Projects Alike) May Be "Failing" Productively |
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101 | (14) |
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Irruption 2 Performance, Philosophy, and Not-Knowing |
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113 | (2) |
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6 Methodological Responsibility Outside Duty: Responsibility Matters |
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115 | (22) |
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Why Does Responsibility Matter? |
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117 | (3) |
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The Role of Research Responsibility in Forming Public Policy |
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120 | (3) |
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123 | (3) |
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Imaging Responsibility as Resisting Closure and Holding a Space for the Other |
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126 | (2) |
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Imaging Responsibility as Responding to Urgency |
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128 | (2) |
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Imaging Responsibility as Rupturing Tradition, Authority, and Order |
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130 | (2) |
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Researchers' Responsibilities to Come |
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132 | (3) |
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135 | (2) |
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7 Teaching and Learning the Unteachable: Pedagogies Matter |
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137 | (38) |
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Teaching Through the Teachable Past and Transferable Experiences |
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140 | (1) |
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Dilemma 1 Qualitative Research Occurs "Here" or "There" |
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141 | (1) |
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Dilemma 2 Qualitative Research Methods as Luxury or Necessity |
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141 | (1) |
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Dilemma 3 Qualitative Research Methods May Be Personally Favored but Socially Marginalized |
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142 | (1) |
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Learning With(out) Teachable Teaching |
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142 | (5) |
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Teaching With the Past: Some Ghost Stories |
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147 | (10) |
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Curriculum Events and Erasure of a Ghost Curriculum |
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157 | (7) |
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A Series of Unthinkable and Unknowable Classroom Events |
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164 | (8) |
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Event 1 Messiness on YouTube |
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165 | (1) |
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166 | (2) |
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168 | (1) |
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169 | (1) |
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170 | (1) |
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171 | (1) |
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Beginning Again and Again: New Projects, New Methodologies |
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172 | (2) |
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174 | (1) |
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8 Productive Paradoxes in Participant-Driven Research: Communities and Audiences Matter |
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175 | (40) |
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Body Maps as Tools for Reflection on PDR |
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186 | (4) |
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PDR Exemplars From Student Researchers |
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190 | (1) |
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Working Together With the National Association on Mental Illness (NAMI): A Community-Based Classroom Project |
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190 | (7) |
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190 | (1) |
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191 | (1) |
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192 | (1) |
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192 | (1) |
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Working Through Data: Wearing Mental-Illness-Labeled T-Shirts |
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193 | (1) |
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Practical and Pedagogical Paradoxes |
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194 | (1) |
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Working Through Data: Interviewing Community Members |
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195 | (1) |
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196 | (1) |
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Sharing the Results: Community Forum |
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196 | (1) |
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Voice, Diversity, and Literacy Leadership With Young Children at Risk: Learning From and With Child-Care Workers |
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197 | (9) |
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198 | (1) |
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198 | (1) |
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199 | (1) |
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200 | (1) |
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200 | (3) |
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203 | (1) |
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203 | (1) |
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203 | (3) |
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Another Understanding of PDR: Where to Go From Here |
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206 | (6) |
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212 | (3) |
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Irruption 3 Living Uncertainty |
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213 | (2) |
References |
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215 | (12) |
Index |
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227 | |