Routledge Encyclopedia of Qualitative Research Methods founding general co-editor, Routledge 2019-
We often think of an encyclopedia as a reference resource, something to be consulted only when the need arises to look something up. However, etymologically, the encyclopedia isn’t a mere reference, but a system of knowledge, the -pedia of which has to do with education. We might, then, take the view of an encyclopedia as something to be read for the purpose of learning and passing on knowledge. Herewith, we present such a vision for the Routledge Encyclopedia of Qualitative Research.
Developing Traditions in Qualitative Inquiry founding co-editor, Routledge 2019-
The Developing Traditions in Qualitative Inquiry series invites scholars to share novel and innovative work in accessible ways, ways such that others might discover their own paths, too. In acknowledging who and what have respectively influenced our work along the way, this series encourages thoughtful engagements with approaches to inquiry – ones that are situated within ongoing scholarly conversations. Neither stuck in tradition nor unaware of it, volumes make new scholarly contributions to qualitative inquiry that attend to what’s shared across disciplines and methodological approaches. By design, qualitative inquiry is a tradition of innovation in and of itself, one aimed at the target of justice. As such, from multiple perspectives and positionalities, concise volumes in this series strengthen and grow the qualitative community by developing inquiry traditions as they ought to be developed: inclusively, diversely, and together.
Transdisciplinary Feminist Research Approaches: Innovations in Theory, Method, and Practice co-editor, Routledge 2020
What is feminist transdisciplinary research? Why is it important? How do we do it? Through nineteen contributions from leading international feminist scholars, this book provides new insights into activating transdisciplinary feminist theories, methods, and practices in original, creative and exciting ways – ways that make a difference both to what research is and does, and to what counts as knowledge. The contributors draw on their own original research and engage an impressive array of contemporary theorizing – including new materialism, decolonialism, critical disability studies, critical posthumanisms, historical analyses, Black, Indigenous and Latina Feminisms, queer feminisms, Womanist Methodologies, trans studies, arts-based research, philosophy, spirituality, science studies, and sports studies – to trouble traditional conceptions of research, method, and praxis. The authors show how working beyond disciplinary boundaries and integrating insights from different disciplines to produce new knowledge can prompt important new transdisciplinarity thinking and activism in relation to ongoing feminist concerns about knowledge, power, and gender. In doing so, the book attends to the multiple lineages of feminist theory and practice and seeks to bring these historical differences and intersections into play with current changes, challenges, and opportunities in feminism. The book’s practically-grounded examples and wide-ranging theoretical orbit offer a resource for established scholars and emerging researchers in the social sciences, arts, humanities, education, and beyond.
What Do Pedagogies Produce? Thinking/Teaching Qualitative Inquiry co-editor, Qualitative Inquiry 2020
Teaching matters. And there are many ways to teach, particularly within qualitative inquiry. Accordingly, this issue of Qualitative Inquiry considers how qualitative pedagogical practices attend to the ways in which we live and learn in our more-than-human world. The twelve papers share and develop pedagogical practices; in featuring collaborations among students, instructors, and/or advisors, they are also pedagogical in and of themselves. Of the thirty-three international scholars who make contributions to the issue, nineteen were doctoral students at the time. From addressing the lingering effects of apartheid in South Africa to inclusive education in Belgium to ecological pedagogies in Colombia, this special issue responds to questions such as, What are pedagogies? When and where do they happen in qualitative research? How do they take up feminist practices, new materialist theories, and posthuman urgencies along the way? Moreover, what do they produce? Collectively, contributors demonstrate how pedagogies produce the futures that we – together with future generations of children and youth – will inherit. https://journals.sagepub.com/toc/qixa/26/1
Postqualitative Curations and Creations co-editor, Reconceptualizing Educational Research Methodology 2017
This special issue of Reconceptualizing Educational Research Methodology offers a series of curations and creations from ten early career international scholars within the emergent field of postqualitative inquiry. The issue attends to the politics of knowledge production through multiple iterations of postqualitative work, including those that draw from Black feminist literature, the new materialisms, feminist science studies, postcolonial theory, and art-based research. The issue’s focus on early career scholars aims to create the beginnings of a community that organically supports contributors to the issue, and, more broadly, other emerging scholars, as well.