Suchergebnisse

The shooting at Sandy Hook elementary and other past and more recent acts of school violence involving guns in the United States have created considerable national dialogue about how we can prevent such horrific acts from happening in the future. In Texas, public conversation has ensued about the possibility of arming teachers, school staff, and administrators to "protect" and "defend" schools from similar attacks. Media discourses produced by the general public, right-wing political leaders, and organizations like the National Rifle Association (NRA) have been instrumental in advocating for teachers and other school personnel to become armed protectors. As such, in this article, I describe the context of the debate to arm Texas teachers as portrayed by newspaper outlets across the state while problematizing the dominant discourses they produce.

Modernist assumptions have created universal notions of childhood that have given more power to adults and have made what has been defined as 'children' as one of the most subjugated and marginalized groups in societies globally. As such, many younger human beings have been forced to live with the everyday realities of abuse for which they are often situated as victims. In order to problematize victim discourses, using Black feminist thought as a theoretical lens, this article juxtapositions lived experiences of childhood sexual abuse with moments of resistance and empowerment, experiences that that the author argues cannot be separated. The article concludes with critical questions we might consider to resist reifying dominant views of children as those without agency and ways that we might rethink social and institutional structures that uphold power for adults and allow for the continued exploitation of younger human beings.

We find an absence of many methods of support for critical qualitative scholars in the changing academic climate, especially under contemporary neoliberal conditions that include the privileging of academic capitalism. Currently, we find that we have plenty of advice for our former early career selves, which led us to imagine what it might be like if our future selves could talk to our present selves and provide needed mentoring. We anticipate that our future selves would give us comfort and strategic advice, and challenge our ideas about our place and role in the academy. In this critical dialogic narrative, we reflect on what the "future" tenured Michelle would tell the "current" untenured Michelle and what the "future" full professor Penny might tell the "current" associate professor Penny to increase motivation and risk taking, and further challenge the neoliberal practices within the academy.

In this article we take a journey into using Chicana/Latina feminisms as one way to unearth new possibilities for critical qualitative inquiry (CQI). We start by offering a brief overview of Gloria Anzaldúa's influence on Chicana/Latina feminism, focusing on how she has inspired researching and writing from within rather than about as a decolonial turn (Keating, 2015). We then venture into new imaginaries to pose questions that would lead us to ponder about global feminista solidarity, the spirit, and the land. Our hope is that these contemplations lead us on a path of conocimiento where we can put the broken pieces of our/selves back together again.

"Critical approaches to qualitative research have made a significant impact on research practice over the past decade. This comprehensive volume of contemporary, original articles places this trend in its historical context, describes the current landscape of critical work, and considers the future of this turn. The book -includes contributions from some of the leading qualitative researchers on three continents; -consists of big-picture articles that describe the dimensions of this research tradition; -situates critical qualitative inquiry in the overall development and landscape of qualitative research"--

"Critical approaches to qualitative research have made a significant impact on research practice over the past decade. This comprehensive volume of contemporary, original articles places this trend in its historical context, describes the current landscape of critical work, and considers the future of this turn. The book -includes contributions from some of the leading qualitative researchers on three continents; -consists of big-picture articles that describe the dimensions of this research tradition; -situates critical qualitative inquiry in the overall development and landscape of qualitative research"--

Children have been governed within early childhood care and education in ways that would be heavily scrutinized if the same situations occurred within adult contexts. As such, in this article, we utilize Black feminist perspectives to interrogate and (re)examine childhood regulatory spaces. We provide readers with storied narratives that demonstrate how younger human beings are violated, controlled, and disciplined. To emphasize these points, we describe these same childhood experiences as if they were happening to adults. Examples of situations interrogated include everyday childhood routines, the use of assessment to determine ability grouping, and implementation of classroom management systems. Theorizing the narratives with a Black feminist lens inspires the rethinking of everyday (sometimes unrealized) regulation of younger human beings in early childhood care and education.

This article discusses the broad-based use of bricolage to examine the neoliberal childhood policy discourses and forms of implementation that are currently practiced in the United States. Diverse, traditionally marginalized understandings such as Black feminist thought, Chicana feminism, and feminist analysis of capitalist patriarchy are combined with a Deleuze/Guattarian critique of capitalism and qualitative methods of situational analyses. We do this to identify childhood assemblages within the childhood public policy behemoth in the United States and compare these assemblages to capitalism more broadly, including how neoliberal practices are facilitated.