Qualitative inquiry for equity in higher education : methodological innovations, implications, and interventions
- San Francisco, Calif. : Jossey-Bass Inc, ; Hoboken, N.J. : John Wiley & Sons, c2012.
- Physical description
- xv, 121 p. ; 23 cm.
- ASHE higher education report ; v. 37, no. 6.
378.08 .E68 V.37:NO.6
- Unknown 378.08 .E68 V.37:NO.6
- Includes bibliographical references and indexes.
- Executive Summary vii Foreword xi Acknowledgments xv Qualitative Inquiry for Equity in Higher Education 1 On Equity 6 On Dangers 11 Responding to Dangers 12 Outline of the Monograph 13 Challenge to the Reader 15 Confronting Qualitative Inquiry in Higher Education 17 Brief Notes on Qualitative Research in Higher Education Scholarship 19 Beyond Method: Matters of Ontology, Epistemology, Axiology, and Methodology 21 Paradigms and Worldviews 24 The Promise and Hope of Critical Qualitative Inquiry 27 Innovation as Research Revolutions 29 Concluding Thoughts 45 Critical Concerns for Qualitative Inquiry in Higher Education 47 Critical Qualitative Higher Education Research in the Era of Methodological Conservatism 49 What Is at Stake in the Era of Methodological Conservatism? 61 Opportunities for Resisting Methodological Conservatism: A Call to Action 75 Reflexivity as Intervention 76 Institutional and Organizational Intervention 79 Intervention Through the Socialization of New Educational Researchers 81 Intervention Through Working and Speaking with Multiple Educational Research Constituencies 85 Conclusion 88 Notes 91 References 93 Name Index 109 Subject Index 114 About the Authors 121.
- (source: Nielsen Book Data)
- Publisher's Summary
- Join the dialogue on the future of qualitative inquiry for equity in higher education. Beginning with the premise that equity is of paramount concern in the study of higher education, this text explores the promise and pitfalls of qualitative inquiry with respect to addressing issues of in/equity and fostering social change at micro, meso, and macro levels. Building upon contemporary qualitative higher education scholarship, the authors advance a critique of the reductive and generic conceptions of qualitative research that dominate the field and call upon scholars to examine the transformative potential embedded within critical qualitative inquiry. In addition to exploring the opportunities and tensions associated with engaging in critical qualitative inquiry, this monograph issues a call to action through intervention, describing strategies for challenging and resisting oppressive research norms that undermine the equity aims of higher education research. This is Volume 37 Issue 6 of the Jossey-Bass publication ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
(source: Nielsen Book Data)
- Publication date
- Penny A. Pasque, Rozana Carducci, Aaron M. Kuntz, Ryan Evely Gildersleeve.
- ASHE Higher education report, 1551-6970, v. 37, no. 6