Rachelle Winkle-Wagner is an Associate Professor of Educational Leadership and Policy Analysis at the University of Wisconsin–Madison, USA.Jamila Lee-Johnson is a doctoral student in the Educational Leadership and Policy Analysis program at the University of Wisconsin–Madison, USA. Ashley N. Gaskew is a doctoral candidate in the Educational Leadership and Policy Analysis program and the Curriculum and Instruction program at the University of Wisconsin–Madison, USA.

• ContentsForeword: Reflections on Research that is Humanizing Maisha T. WinnPreface Ashley N. Gaskew, Jamile Lee-Johnson, and Rachelle Winkle-WagnerSection I The Need for Partnering Critical Theory and Data Analysis in EducationChapter 1 The Missing Link in Data Analysis: An Introduction to the Use of Critical Theory to Guide Data Analysis Rachelle Winkle-Wagner, Ashley Gaskew, and Jamila Lee-JohnsonChapter 2 The Missing InfinitePhil Frances CarspeckenChapter 3 Trouble the Translating: Border Thinking, Indigenous Knowledges, and Undoing MethodNathaniel BeckChapter 4 De-Norming the Syllabus: An Analysis Situated in Critical and Caring PedagogiesVirginia M. Schwarz Section II Critical Theory and Analysis with Marginalized Populations Section Introduction Keon M. McGuire Chapter 5 Illuminating Systemic Inequality in Educations: Using Bourdieu in Critical Qualitative Data AnalysisTangela Blakely Reavis Chapter 6 "Wanna Be Startnin’ Somethin:" Answering the Methodological "Call" To Position Complex Blackness in Conversation with Hermeneutic PhenomenologySteve D. Mobley, Jr. Chapter 7 Thinking with Queer of Color Critique: A Multidimensional Approach to Analyzing and Interpreting DataReginald A. Blockett Chapter 8 Globalization, Higher Education, and Crisis: A Model for Applying Critical Geography toward Data AnalysisChelsea A. Blackburn CohenChapter 9 Context and Materiality: Inclusive Appropriations of New Materialism for Qualitative AnalysisBarbara Dennis Section III Critical Theories and Data Analysis in Institutions and Policies Section IntroductionChristina W. Yao Chapter 10 A Culture of Values: Rethinking School Quality and Culture through Fanonian Critical TheoryJacqueline M. ForbesChapter 11 Discourse, Representation, and "Othering": Postcolonial Analysis of Donald Trump’s Education ReformMercy AgyepongChapter 12 Analyzing Policy Critically: Using Critical Race Theory to AnalyzeRachelle Winkle-Wagner, Thandi Sulè, and Dina C. Maramba Chapter 13 Habermas and Data Analysis in For-Profit Higher Education InstitutionsAshley GaskewChapter 14 Sistahs’ are Doin’ it for themselves: Using Social Media to (Re)Center Black Women’s Voices in Educational ResearchJamila Lee-Johnson and Lora HendersonAfterwordJamila Lee-Johnson, Ashley Gaskew, and Rachelle Winkle-WagnerContributor Bios

"In addition to offering ways for scholars to build on existing methodologies, contributors to this volume also offer new paradigms while inviting all scholars to consider their tools…. I am encouraged by education researchers desire to transcend contrived borders and employ the methods, forms of methods, analysis, and strategic reconstruction of these forms in order to ask an entirely new set of questions."—from the Foreword by Maisha T. Winn, Chancellor's Leadership Professor, and Co-Director of Transformative Justice in Education (TJE) at the University of California- Davis, USAThis book provides critical scholars interested in paying attention to the larger social structural issues and oppression with tangible "how to’s" for critical qualitative data analysis and, in this way, encourage researchers to work toward social change. Too often data analysis processes are reductive and void of theory and, importantly, the authors fill a gap in the existing literature. This thoughtful book is useful for introductory qualitative researchers and senior scholars alike. — Penny A. Pasque, Professor and Department Head, Educational Leadership, Policy, and Human Development, North Carolina State University, USA

Rachelle Winkle-Wagner is an Associate Professor of Educational Leadership and Policy Analysis at the University of Wisconsin–Madison, USA.Jamila Lee-Johnson is a doctoral student in the Educational Leadership and Policy Analysis program at the University of Wisconsin–Madison, USA. Ashley N. Gaskew is a doctoral candidate in the Educational Leadership and Policy Analysis program and the Curriculum and Instruction program at the University of Wisconsin–Madison, USA.

• ContentsForeword: Reflections on Research that is Humanizing Maisha T. WinnPreface Ashley N. Gaskew, Jamile Lee-Johnson, and Rachelle Winkle-WagnerSection I The Need for Partnering Critical Theory and Data Analysis in EducationChapter 1 The Missing Link in Data Analysis: An Introduction to the Use of Critical Theory to Guide Data Analysis Rachelle Winkle-Wagner, Ashley Gaskew, and Jamila Lee-JohnsonChapter 2 The Missing InfinitePhil Frances CarspeckenChapter 3 Trouble the Translating: Border Thinking, Indigenous Knowledges, and Undoing MethodNathaniel BeckChapter 4 De-Norming the Syllabus: An Analysis Situated in Critical and Caring PedagogiesVirginia M. Schwarz Section II Critical Theory and Analysis with Marginalized Populations Section Introduction Keon M. McGuire Chapter 5 Illuminating Systemic Inequality in Educations: Using Bourdieu in Critical Qualitative Data AnalysisTangela Blakely Reavis Chapter 6 "Wanna Be Startnin’ Somethin:" Answering the Methodological "Call" To Position Complex Blackness in Conversation with Hermeneutic PhenomenologySteve D. Mobley, Jr. Chapter 7 Thinking with Queer of Color Critique: A Multidimensional Approach to Analyzing and Interpreting DataReginald A. Blockett Chapter 8 Globalization, Higher Education, and Crisis: A Model for Applying Critical Geography toward Data AnalysisChelsea A. Blackburn CohenChapter 9 Context and Materiality: Inclusive Appropriations of New Materialism for Qualitative AnalysisBarbara Dennis Section III Critical Theories and Data Analysis in Institutions and Policies Section IntroductionChristina W. Yao Chapter 10 A Culture of Values: Rethinking School Quality and Culture through Fanonian Critical TheoryJacqueline M. ForbesChapter 11 Discourse, Representation, and "Othering": Postcolonial Analysis of Donald Trump’s Education ReformMercy AgyepongChapter 12 Analyzing Policy Critically: Using Critical Race Theory to AnalyzeRachelle Winkle-Wagner, Thandi Sulè, and Dina C. Maramba Chapter 13 Habermas and Data Analysis in For-Profit Higher Education InstitutionsAshley GaskewChapter 14 Sistahs’ are Doin’ it for themselves: Using Social Media to (Re)Center Black Women’s Voices in Educational ResearchJamila Lee-Johnson and Lora HendersonAfterwordJamila Lee-Johnson, Ashley Gaskew, and Rachelle Winkle-WagnerContributor Bios

"In addition to offering ways for scholars to build on existing methodologies, contributors to this volume also offer new paradigms while inviting all scholars to consider their tools…. I am encouraged by education researchers desire to transcend contrived borders and employ the methods, forms of methods, analysis, and strategic reconstruction of these forms in order to ask an entirely new set of questions."—from the Foreword by Maisha T. Winn, Chancellor's Leadership Professor, and Co-Director of Transformative Justice in Education (TJE) at the University of California- Davis, USAThis book provides critical scholars interested in paying attention to the larger social structural issues and oppression with tangible "how to’s" for critical qualitative data analysis and, in this way, encourage researchers to work toward social change. Too often data analysis processes are reductive and void of theory and, importantly, the authors fill a gap in the existing literature. This thoughtful book is useful for introductory qualitative researchers and senior scholars alike. — Penny A. Pasque, Professor and Department Head, Educational Leadership, Policy, and Human Development, North Carolina State University, USA

Rachelle Winkle-Wagner is an Associate Professor of Educational Leadership and Policy Analysis at the University of Wisconsin–Madison, USA.Jamila Lee-Johnson is a doctoral student in the Educational Leadership and Policy Analysis program at the University of Wisconsin–Madison, USA. Ashley N. Gaskew is a doctoral candidate in the Educational Leadership and Policy Analysis program and the Curriculum and Instruction program at the University of Wisconsin–Madison, USA.

• ContentsForeword: Reflections on Research that is Humanizing Maisha T. WinnPreface Ashley N. Gaskew, Jamile Lee-Johnson, and Rachelle Winkle-WagnerSection I The Need for Partnering Critical Theory and Data Analysis in EducationChapter 1 The Missing Link in Data Analysis: An Introduction to the Use of Critical Theory to Guide Data Analysis Rachelle Winkle-Wagner, Ashley Gaskew, and Jamila Lee-JohnsonChapter 2 The Missing InfinitePhil Frances CarspeckenChapter 3 Trouble the Translating: Border Thinking, Indigenous Knowledges, and Undoing MethodNathaniel BeckChapter 4 De-Norming the Syllabus: An Analysis Situated in Critical and Caring PedagogiesVirginia M. Schwarz Section II Critical Theory and Analysis with Marginalized Populations Section Introduction Keon M. McGuire Chapter 5 Illuminating Systemic Inequality in Educations: Using Bourdieu in Critical Qualitative Data AnalysisTangela Blakely Reavis Chapter 6 "Wanna Be Startnin’ Somethin:" Answering the Methodological "Call" To Position Complex Blackness in Conversation with Hermeneutic PhenomenologySteve D. Mobley, Jr. Chapter 7 Thinking with Queer of Color Critique: A Multidimensional Approach to Analyzing and Interpreting DataReginald A. Blockett Chapter 8 Globalization, Higher Education, and Crisis: A Model for Applying Critical Geography toward Data AnalysisChelsea A. Blackburn CohenChapter 9 Context and Materiality: Inclusive Appropriations of New Materialism for Qualitative AnalysisBarbara Dennis Section III Critical Theories and Data Analysis in Institutions and Policies Section IntroductionChristina W. Yao Chapter 10 A Culture of Values: Rethinking School Quality and Culture through Fanonian Critical TheoryJacqueline M. ForbesChapter 11 Discourse, Representation, and "Othering": Postcolonial Analysis of Donald Trump’s Education ReformMercy AgyepongChapter 12 Analyzing Policy Critically: Using Critical Race Theory to AnalyzeRachelle Winkle-Wagner, Thandi Sulè, and Dina C. Maramba Chapter 13 Habermas and Data Analysis in For-Profit Higher Education InstitutionsAshley GaskewChapter 14 Sistahs’ are Doin’ it for themselves: Using Social Media to (Re)Center Black Women’s Voices in Educational ResearchJamila Lee-Johnson and Lora HendersonAfterwordJamila Lee-Johnson, Ashley Gaskew, and Rachelle Winkle-WagnerContributor Bios

"In addition to offering ways for scholars to build on existing methodologies, contributors to this volume also offer new paradigms while inviting all scholars to consider their tools…. I am encouraged by education researchers desire to transcend contrived borders and employ the methods, forms of methods, analysis, and strategic reconstruction of these forms in order to ask an entirely new set of questions."—from the Foreword by Maisha T. Winn, Chancellor's Leadership Professor, and Co-Director of Transformative Justice in Education (TJE) at the University of California- Davis, USAThis book provides critical scholars interested in paying attention to the larger social structural issues and oppression with tangible "how to’s" for critical qualitative data analysis and, in this way, encourage researchers to work toward social change. Too often data analysis processes are reductive and void of theory and, importantly, the authors fill a gap in the existing literature. This thoughtful book is useful for introductory qualitative researchers and senior scholars alike. — Penny A. Pasque, Professor and Department Head, Educational Leadership, Policy, and Human Development, North Carolina State University, USA