This volume serves as an essential resource for advanced graduate students, early-career faculty, and anyone seeking a deeper, more dynamic understanding of the philosophical and theoretical foundations of qualitative research in education
This volume serves as an essential resource for advanced graduate students, early-career faculty, and anyone seeking a deeper, more dynamic understanding of the philosophical and theoretical foundations of qualitative research in education. It emphasizes the idea that all research projects—regardless of discipline or method—are inherently shaped by philosophical and theoretical assumptions, many of which often go unrecognized. By bringing these assumptions to the forefront, the book encourages readers to critically examine the frameworks that underpin their inquiries.
Rather than presenting philosophy and theory as static tools to be applied, each chapter invites readers to engage with generative philosophical orientations and concepts. Topics such as epistemology, genealogy, posthumanism, and new materialism are explored by contributors who offer not prescriptive models, but new possibilities for understanding and engaging with research phenomena. The volume also delves into feminist theory, diffractive methodologies for racial justice, immersive cartography, hauntology, and sonic methodologies, demonstrating how philosophical thinking can inspire fresh questions, methods, and insights.
Designed for those committed to reflective and socially responsive educational inquiry, this collection positions philosophy and theory as living, evolving resources. It equips readers to uncover and engage with the often-hidden assumptions that shape research, fostering a more thoughtful, creative, and impactful approach to qualitative inquiry.
