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LEADER 03188cam a22004698i 4500

001 on1472772066;

003 OCoLC;

005 20250422153016.0;

008 241120s2025 ne b 001 0 eng ;

010 a| 2024046059;

020 a| 9789004712829;

020 a| 9004712828;

020 a| 9789004712836q| (hardback);

020 a| 9004712836;

020 z| 9789004712843q| (ebook);

035 a| (Sirsi) o1472772066;

035 a| (OCoLC)1472772066;

042 a| pcc;

050 00 a| H62b| .R379 2025;

082 00 a| 001.4/22| 23/eng/20241120;

245 00 a| Refusals and reflections :b| teaching and learning social justice in qualitative research /c| edited by Stephanie Anne Shelton and Erica T. Campbell.;

263 a| 2501;

264 1 a| Leiden ;a| Boston :b| Brill,c| [2025];

300 a| pages cm.;

336 a| textb| txt2| rdacontent;

337 a| unmediatedb| n2| rdamedia;

338 a| volumeb| nc2| rdacarrier;

490 0 a| Imagination and praxis: criticality and creativity in education and educational research,x| 2542-9140;

504 a| Includes bibliographical references and index.;

520 a| "Though qualitative research methods shape scholarship around the globe, and institutions worldwide offer qualitative coursework, there is very little explicit discussion on how to effectively teach qualitative research. Instead, a standard approach is for instructors to gain in-depth expertise in qualitative methodologies, with little or no pedagogical training. The effect is a continuous and nearly exclusive emphasis on content knowledge that undermines the preparation of novice researchers as both teachers and learners. This book works to fill that gap by offering perspectives, strategies, and applications from instructor and student perspectives, based on a semester-long class emphasizing social justice in qualitative research. This edited volume offers sections on pedagogical strategies, students' responses to and applications of those concepts, and then instructor reflections. The goal is to offer an important starting point for explicit discussions on how qualitative research might be taught and learned, in addition to how it might be thoughtfully and ethically conducted. Contributors are: Erica T. Campbell, Sun Young Gu, Kelsey H. Guy, Aimee J. Hackney, April M. Jones, Alison N. Kearley, Caran Kennedy, Amon Neely-Cowan, Allyson Pitzel, Diana Quito, Erin E. Rich, Stephanie Anne Shelton, Ashley Salter Virgin and Venus Trevae Watson"--c| Provided by publisher.;

650 0 a| Qualitative research.=| ^A459026;

650 0 a| Social justice.=| ^A6160;

700 1 a| Shelton, Stephanie Anne,d| 1978-e| editor.1| https://id.oclc.org/worldcat/entity/E39PCjtDgWVDGQgVvXBXDCbDMd=| ^A1479245;

700 1 a| Campbell, Erica Tighe,d| 1988-e| editor.=| ^A1478330;

776 08 i| Online version:t| Refusals and reflectionsd| Leiden ; Boston : Brill, [2024]z| 9789004712843w| (DLC) 2024046060;

949 a| Order on Demandw| ASISh| JOYNER219;

960 o| 1s| 64.00u| JSOCz| USD;

961 f| DMDm| 138099;

596 a| 1;

998 a| 6519526;

999 a| ORDER ON DEMANDw| ASISc| 1i| 6519526-1001l| JYBPDDAPm| JOYNERr| Ys| Yt| JYBPDDAPUu| 1/31/2025;

Refusals and reflections : teaching and learning social justice in qualitative research / edited by Stephanie Anne Shelton and Erica T. Campbell.

Other author	Shelton, Stephanie Anne, 1978- editor.
Other author	Campbell, Erica Tighe, 1988- editor.
Format	Book
Publication	Leiden ; Boston : Brill, [2025]
Description	pages cm.
Subjects	Qualitative research. Social justice.

Series	Imagination and praxis: criticality and creativity in education and educational research, 2542-9140
Abstract	"Though qualitative research methods shape scholarship around the globe, and institutions worldwide offer qualitative coursework, there is very little explicit discussion on how to effectively teach qualitative research. Instead, a standard approach is for instructors to gain in-depth expertise in qualitative methodologies, with little or no pedagogical training. The effect is a continuous and nearly exclusive emphasis on content knowledge that undermines the preparation of novice researchers as both teachers and learners. This book works to fill that gap by offering perspectives, strategies, and applications from instructor and student perspectives, based on a semester-long class emphasizing social justice in qualitative research. This edited volume offers sections on pedagogical strategies, students' responses to and applications of those concepts, and then instructor reflections. The goal is to offer an important starting point for explicit discussions on how qualitative research might be taught and learned, in addition to how it might be thoughtfully and ethically conducted. Contributors are: Erica T. Campbell, Sun Young Gu, Kelsey H. Guy, Aimee J. Hackney, April M. Jones, Alison N. Kearley, Caran Kennedy, Amon Neely-Cowan, Allyson Pitzel, Diana Quito, Erin E. Rich, Stephanie Anne Shelton, Ashley Salter Virgin and Venus Trevae Watson"-- Provided by publisher.
Bibliography note	Includes bibliographical references and index.
Issued in other form	Online version: Refusals and reflections Leiden ; Boston : Brill, [2024] 9789004712843
LCCN	2024046059
ISBN	9789004712829
ISBN	9004712828
ISBN	9789004712836 (hardback)
ISBN	9004712836
ISBN	(ebook)

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