Qualitative Educational Research

Wendy Luttrell is Professor of Urban Education at the Graduate Center, City University of New York

• Introduction: The Promise of Qualitative Research in EducationSection One: On Knowing1. Foundations of Qualitative Research for Education, Robert C. Bogdan and Sari Knopp Biklen2. The Lives and Values of Researchers, James A. Banks3. Studying Urban Schools, Howard S. Becker 4. Knowledge Accumulation: Three Views on the Nature and Role of Knowledge in Social Science, Jennifer C. Greene 5. Seeing through Science: Epistemologies, Joey Sprague6. On Tricky Ground, Linda Tuhiwai Smith7. Practice, Participatory Research and Creative Research Designs: The Evolution of Ethical Guidelines for Research, Walter Haney and M. Brinton Lykes8. Unraveling Ethics, Christine Halse and Anne Honey 9. On Intellectual Craftsmanship, C. Wright Mills10. From the Seminar Room, Marjorie L. DeVaultSection Two: On Doing11. Interactive and Reflexive Models of Qualitative Research Design12. Culture, Development, Disability, R. P. McDermott and Hervé Varenne 13. Grounded Theory: Objectivist and Constructivist Methods, Kathy Charmaz14. Narrative Inquiry, Susan E. Chase15. The Cultural Analysis of Discourse, Naomi Quinn16. "Good Enough" Methods for Life-Story Analysis, Wendy Luttrell 17. Validity: How Might You Be Wrong? Joseph A. Maxwell 18. Validation in Inquiry-Guided Research: The Role of Exemplars in Narrative Studies, Elliot G. Mishler19. Poor Mothers and Habits of Hiding: Participatory Methods in Poverty Research, Lisa Dodson and Leah Schmalzbauer20. Don’t Believe the Hype, Ann Arnett FergusonSection Three: On Telling21. The Colonizer/Colonized Chicana Ethnographer: Identity, Marginalization, and Co-optation in the Field, Sofia Villenas22. "Where Are You Really From?":Representation, Identity and Power in the Fieldwork Experiences of a South Asian Diasporic, Marsha Giselle Henry23. White Like Me?: Methods, Meaning, and Manipulation in the Field of White Studies, Charles A. Gallagher24. The Power to Know One Thing Is Never the Power to Know All Things: Methodological Notes on Two Studies of Black American Teachers, Michèle Foster25. Entering the Inquiry, Susan Talburt 26. Learning from Kids, Barrie Thorne27. Teacher-Researcher Collaboration from Two Perspectives, Polly Ulichny and Wendy Schoener28. Writing the "Wrongs" of Fieldwork: Confronting Our Own Research/Writing Dilemmas in Urban Ethnographies, Michelle Fine and Lois WeissSection Four: Reflexive Writing Exercises29. Reflexive Writing Exercises, Wendy Luttrell30. Summary of Kinds of Responses, Peter Elbow and Pat Belanoff31. "Joining In" and "Knowing the I": On Becoming Reflexive Scholars, Rhoda Bernard, Cleti Cervoni, Charlene Desir, and Corinne McKamey Supplemental ReadingsPermissionsIndex

Greg Dimitriadis, Associate Professor, SUNY Buffalo"I think this is a potentially exciting project, which will open up an important pedagogical, practical, and theoretical discussion in education. . . . I think this book has a great deal of potential. It is certainly publishable with substantial revisions, such as those I suggested above. I think it would be a primary text in graduate-level qualitative research seminars in schools of education. This would be, it think, its only audience—though it is a big one. Many want a volume that draws together the more practical with the more conceptual aspects of research."Sari Biklen, Professor, Syracuse UniversityI highly recommend this book for publication. I think it approaches the topic with all the complexity it needs to have, and has an innovative approach that encourages the writing of memos with the learning of the important issues. My only reservation is that it should be connected to the doing of fieldwork while students engage these issues. Also, some reference to data analysis is needed. Otherwise it’s a splendid addition to an important field. I would look forward to using it. Kudos to the author for this terrific proposal.