Making Research Public in Troubled Times

"Making Research Public in Troubled Times is an inspiration on multiple levels for critical qualitative research and the potential role it should play in transforming ourselves and our society. The voices/bodies represented here crack open new imaginaries for the field as tools, techniques and visions for navigating and contending with neoliberal impositions taking hold of the academy and ourselves. The authors of the volume are remapping the landscape and the undoing borders for the field."

"Making Research Public in Troubled Times: Pedagogy, Activism, and Critical Obligations ... is a book that troubles the ontological place of critical qualitative and (post)qualitative research within an increasingly endangered civic/public domain. The contributions that make up this volume demonstrate new and reconceptualized epistemological and methodological insights, which carefully unpack the perilous human and environmental costs of a globalized neoliberal context wherein everything has “become capital” (p. 149). In this timely text, approachable to emerging or established researchers, educators, or “researcher educator activists” (p. 151), scholars dissect methods of knowing, modes of representation, and ethical quandaries, exploring the potential of such work to bridge the gap between research, public, and activist spaces." (Read full review HERE.)

Marilyn Hillarious, EdD in Curriculum and Instruction, MA in International Education, The George Washington University - , Teachers College Record, Date Published: May 30, 2019, https://www.tcrecord.org, ID Number: 22823

"In Making Research Public in Troubled Times, the editor questions the true meaning and purpose of qualitative research by sharing unorthodox methods used in qualitative research, and the benefits of such methods. She shares individual authors accounts of events in our society that benefited from qualitative research. She explores the importance of using qualitative research to inform, teach, question, and bring awareness as well as the charge qualitative scholars have been given to use their methods to transform the world. The introduction was helpful, as it sets up an episodic series for the book, in which each section, weaves together chapters with similar themes. This is ideal for the reader since each chapter has its own narratives, scholarly theories, and methodologies related to qualitative research." (Read full review at NACADA 2019 Book Reviews)

Jae Campbell, Randolph Community College, NACADA Book Reviews, Nov. 2019

Series Editor Foreword

Acknowledgments

List of Images

Introduction: M. Francyne Huckaby

Section I
(How to) Educating(e) Critical Public Researchers: Pedagogies Across Disciplines

1. Thinking, Willing, and Judging in (Post)Qualitative Research: A Series of Resettings
Mirka Koro-Ljungberg

2. Unruly Considerations for a Critical Qualitative Classroom: Teaching Well
Jasmine B. Ulmer

3. Learning Is a Two-Way Street: Crossing Sociocultural Boundaries Through Critical Qualitative Research
Joy Pierce and Luz Zareth Moreno

Section II
Sharing Local Critical Activism: What It Means for How we Conduct Scholarship

4. Research as Solutionless Participation
Franklin Vernon

5. Their Own Ways of Knowing: Art-Based Participatory Action Research with Refugee Women from Burma
Hillary Rubesin and Madison Hayes

6. Cyborg Scholarship: Films for the People
M. Francyne Huckaby

Section III
Strategic Next Steps and Obligations for Critical Qualitative Scholars

7. The Play of Seduction and Desire in the Making of a President
Bronwyn Davies

8. Nurturing Our Critical Relations: Research to Facilitate Justice Through Postanthropocentric Transformation
Gaile S. Cannella

AFTERWORD
Pedagogies of Hope for Dark Days: Talking Points
Norman K. Denzin

List of Contributors

M. Francyne Huckaby

M. Francyne Huckaby is Associate Dean of the School of Interdisciplinary Studies, Professor of Curriculum Studies, former Director of the Center for Public Education, and core faculty of Women and Gender Studies, Africana and African American Studies, and Comparative Race and Ethnic Studies at Texas Christian University. Her honors include the TCU Deans’ Teaching Award for the College of Education, TCU Mortar Board Preferred Professor, and Straight for Equality from Fort Worth’s PFLAG chapter, as well as Outstanding Dissertation (2007 AERA, Qualitative Research SIG) for Challenging the Hegemony in Education: Specific Parrhesiastic Scholars, Care of the Self, and Relations of Power.