Overview

This handbook offers a contemporary and comprehensive review of critical research theory and methodology. Showcasing the work of contemporary critical researchers who are harnessing and building on a variety of methodological tools, this volume extends beyond qualitative methodology to also include critical quantitative and mixed-methods approaches to research. The critical scholars contributing to this volume are influenced by a diverse range of education disciplines, and represent multiple countries and methodological backgrounds, making the handbook an essential resource for anyone doing critical scholarship. The book moves from the theoretical to the specific, examining various paradigms for engaging in critical scholarship, various methodologies for doing critical research, and the political, ethical, and practical issues that arise when working as a critical scholar. In addition to mapping the field, contributions synthesize literature, offer concrete examples, and explore relevant contexts, histories, assumptions, and current practices, ultimately fostering generative thinking that contributes to future methodological and theoretical breakthroughs. New as well as seasoned critical scholars will find within these pages exciting new ideas, challenging questions, and insights that spur the continuous evolution and grow the influence of critical research methods and theories in the education and human disciplines.

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9780367693497

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Reviews

"""This is the handbook we've been waiting for! The chapters in this crucial volume not only refuse the dehumanizing paradigm of research that has done so much harm in minoritized communities, they offer the deep, nuanced guidance for undertaking more liberatory inquiries we have so urgently needed in the field. Reckoning with anti-Blackness, settler colonialism, and multiple forms of oppression, rooted in histories of invisibilized expertise, resilience and joy, the authors provide profound ontological and epistemological insights as well as tangible methodological approaches that help light the way forward for scholars, students, and researchers at all stages!"" --Ann Ishimaru, Associate Professor, Educational Foundations, Leadership, & Policy, University of Washington ""How do two leading scholars and thinkers in the field of education policy and leadership—Michelle D. Young and Sarah Diem—follow up on their highly influential book, Critical Approaches to Education Policy Analysis: Moving Beyond Tradition? Simply, they push us to understand further, by comprehensively reviewing, complicating, and interrogating the very critical research methodologies that they and others of us in the field employ. In the Handbook of Critical Education Research: Qualitative, Quantitative, and Emerging Approaches, Diem and Young situate the significant expansion of education research methodological tools and approaches within histopolitical and contemporary sociocultural realities, to offer us a brave, engaging, and well-researched volume that brings together exciting and smart critical scholars from across the globe. It is not only a must read, but a must use for all education researchers."" --Jill Koyama, Vice Dean and Professor, Educational Leadership & Innovation, Arizona State University ""Given the continued weight of historical positivisms, this book marks how critical work is gaining parity across the paradigms in educational research. Neo-liberalism might remain hegemonic, but ""remembering with"" many of the authors in terms of origins, my hope is that the push of the book toward not so much ideology critique as against methodological conservatism engenders a ""living into"" more nuanced approaches alive to the ""afters"" of the many inequities so very much with us."" --Patti Lather, Emeritus Professor, Cultural Foundations, Technology, & Qualitative Inquiry, The Ohio State University"

This is the handbook we've been waiting for! The chapters in this crucial volume not only refuse the dehumanizing paradigm of research that has done so much harm in minoritized communities, they offer the deep, nuanced guidance for undertaking more liberatory inquiries we have so urgently needed in the field. Reckoning with anti-Blackness, settler colonialism, and multiple forms of oppression, rooted in histories of invisibilized expertise, resilience and joy, the authors provide profound ontological and epistemological insights as well as tangible methodological approaches that help light the way forward for scholars, students, and researchers at all stages! --Ann Ishimaru, Associate Professor, Educational Foundations, Leadership, & Policy, University of Washington How do two leading scholars and thinkers in the field of education policy and leadership-Michelle D. Young and Sarah Diem-follow up on their highly influential book, Critical Approaches to Education Policy Analysis: Moving Beyond Tradition? Simply, they push us to understand further, by comprehensively reviewing, complicating, and interrogating the very critical research methodologies that they and others of us in the field employ. In the Handbook of Critical Education Research: Qualitative, Quantitative, and Emerging Approaches, Diem and Young situate the significant expansion of education research methodological tools and approaches within histopolitical and contemporary sociocultural realities, to offer us a brave, engaging, and well-researched volume that brings together exciting and smart critical scholars from across the globe. It is not only a must read, but a must use for all education researchers. --Jill Koyama, Vice Dean and Professor, Educational Leadership & Innovation, Arizona State University Given the continued weight of historical positivisms, this book marks how critical work is gaining parity across the paradigms in educational research. Neo-liberalism might remain hegemonic, but remembering with many of the authors in terms of origins, my hope is that the push of the book toward not so much ideology critique as against methodological conservatism engenders a living into more nuanced approaches alive to the afters of the many inequities so very much with us. --Patti Lather, Emeritus Professor, Cultural Foundations, Technology, & Qualitative Inquiry, The Ohio State University

Author Information

Michelle D. Young is Dean of the Berkeley School of Education and Professor of Education Policy and Leadership at University of California – Berkeley, USA. Sarah Diem is Professor of Educational Leadership and Policy Analysis at the University of Missouri, USA.

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