Bridging the Gap between Theory and Practice

This book provides new ways of thinking about educational processes, using quantitative and qualitative methodologies. Concrete examples of research techniques are provided for those conducting research with marginalized populations or about marginalized ideas. This volume asserts theoretical models related to research methods and the study of underrepresented groups. Ultimately, it aims at expanding knowledge itself - altering the center by allowing the margins to inform it - allowing it to be reated and extended to include those ways of knowing that have historically been unexplored or ignored.

Rachelle Winkle-Wagner is Assistant Professor of Higher Education at the University of Nebraska. Cheryl A. Hunter is a Post Doctoral Research Fellow with the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University. Debora Hinderliter Ortloff is Associate Director for Research for the Center for Urban and Multicultural Education at Indiana University School of Education, Indianapolis.

Introduction: The Not-Center? The Margins and Educational Research	p. 1
Theory
The Politics of Knowledge: What an Examination of the Margins Can Offer	p. 15
On the Tasks of the Critical Educational Scholar/Activist	p. 21
Making Sense of the Call for Scientifically Based Research in Education	p. 35
Limits to Knowledge with Existential Significance: An Outline for the Exploration of Post-secular Spirituality of Relevance to Qualitative Research	p. 47
Theory of the Margins: Liberating Research in Education	p. 63
Methodology
Uncloaking Epistemologies through Methodology	p. 79
Researching as if Place Mattered: Toward a Methodology of Emplacement	p. 85
Twisted Time: The Educative Chronologies of American Indian History	p. 97
Researching Hispanic Undergraduates: Conceptual and Methodological Unease	p. 111
Get Real: The Process of Validating Research across Racial Lines	p. 127
Exemplars
Engaging the Margins: Working Toward a Methodology of Empowerment	p. 141
Educating the "Savage" and "Civilized": Santa Clara Pueblo Indians at the 1904 St. Louis Expo	p. 147
Intimately Biased: Creating Purposeful Research in American Indian Education with Appropriate and Authentic Methodology	p. 159
Lesbian Youth and the "Not Girl" Gender: Explorations of Adolescent Lesbian Lives through Critical Life Story Research	p. 171
Breaking the Hymen and Reclaiming the "Cherry": Adolescent Language Use in Negotiations of Autonomy in a Sexuality Education Program	p. 185
Disenfranchisement and Power: The Role of Teachers as Mediators in Citizenship Education Policy and Practice	p. 199
Quantitative Approaches as a Bridge from the Invisible to the Visible: The Case of Basic Education Policy in a Disadvantaged Nation	p. 211
Methods and the Margins: Realigning the Center, A Postscript	p. 227
References	p. 233
Index	p. 257
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Bridging the Gap between Theory and Practice in Educational Research Methods at the Margins

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