Aaron Kuntz challenges qualitative researchers to reconceptualize methodological work away from the technocratic toward an intervention for progressive social change. Inviting creativity and vision, and featuring studies that have incorporated these characteristics, he insists that the responsible methodologist become a force akin to parrhesia, Foucault's risky truth-tellers.
What are the problems to which materialist methodologies are posed as a solution? In this book, Aaron M. Kuntz maps the impact of materialism on contemporary practices of inquiry in education and the social sciences. Through this work, the author challenges readers to consider inquiry as a mode of ethically engaged citizenship with implications for resisting our contemporary moment towards a more equitable future. The author engages his own inquiry as radical cartographic work, drawing forth distinctions between dialectical and dialogic formations of materialism in order to develop what he terms relational materialism—an engaged orientation to living that dwells in the entangled relations of affirmative ethics and enduring practices of resistance and refusal. Drawing upon examples from higher education, contemporary culture, and normative assumptions of governance, the author considers the potential that we might generate living alternatives to the contemporary status quo; daily practices no longer dependent on binary division or standardized calculations of what "matters." As such, the author advocates for practices of virtuous inquiry (future-orientated ethical assertions of what one should do) that orient inquiry as materially ethical activity. Despite the often-overwhelming state of inequity and exploitation in our contemporary world, Kuntz generates an affirmative ethical stance that we can become relationally different, guided by a virtuous determination to articulate inquiry as the cartographic work of disruption and imagination. This text will prove valuable to graduate students and faculty who take inquiry seriously and seek the means to understand their work as engaged in the necessary challenge for material change.
What are the problems to which materialist methodologies are posed as a solution? In this book, Aaron M. Kuntz maps the impact of materialism on contemporary practices of inquiry in education and the social sciences. Through this work, the author challenges readers to consider inquiry as a mode of ethically engaged citizenship with implications for resisting our contemporary moment towards a more equitable future. The author engages his own inquiry as radical cartographic work, drawing forth distinctions between dialectical and dialogic formations of materialism in order to develop what he terms relational materialism—an engaged orientation to living that dwells in the entangled relations of affirmative ethics and enduring practices of resistance and refusal. Drawing upon examples from higher education, contemporary culture, and normative assumptions of governance, the author considers the potential that we might generate living alternatives to the contemporary status quo; daily practices no longer dependent on binary division or standardized calculations of what "matters." As such, the author advocates for practices of virtuous inquiry (future-orientated ethical assertions of what one should do) that orient inquiry as materially ethical activity. Despite the often-overwhelming state of inequity and exploitation in our contemporary world, Kuntz generates an affirmative ethical stance that we can become relationally different, guided by a virtuous determination to articulate inquiry as the cartographic work of disruption and imagination. This text will prove valuable to graduate students and faculty who take inquiry seriously and seek the means to understand their work as engaged in the necessary challenge for material change.
Aaron Kuntz challenges qualitative researchers to reconceptualize methodological work away from the technocratic toward an intervention for progressive social change. Inviting creativity and vision, and featuring studies that have incorporated these characteristics, he insists that the responsible methodologist become a force akin to parrhesia, Foucault’s risky truth-tellers.
This monograph seeks to foster a dialogue on the future of qualitative inquiry for equity in higher education. Beginning with the premise that equity is of paramount concern in the study of higher education, the text explores the promise and pitfalls of qualitative inquiry with respect to addressing issues of in/equity and fostering social change at micro, meso, and macro levels. Building upon five years of thought experiments and dialogic inquiry projects on the status of contemporary qualitative higher education scholarship, the authors advance a critique of the reductive and generic conceptions of qualitative research that dominates the field of higher education and call upon higher education scholars to examine the transformative potential embedded within critical qualitative inquiry. In addition to exploring the opportunities and tensions associated with engaging in critical qualitative inquiry, this monograph issues a call to action through intervention, describing numerous opportunities and strategies for challenging and resisting oppressive research norms that undermine the equity aims of higher education research.
A practical guide for creating, implementing, and evaluating school policy. This invaluable resource brings to life the process of making and enacting educational policy. The authors present a conceptual framework for developing effective and ethical school policies and help educational leaders evaluate, interpret, and analyze the regulations that govern their schools. Organized by key topics such as English Language Learners, inclusion, and bullying, the text incorporates vignettes, research, and relevant theories to illustrate how readers can: Create a dialogue that represents the needs of all stakeholders Define relevant policies that are ethically sound Integrate legally mandated policies with schoolwide resolutions
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