QUALITATIVE APPROACHES TO POLICY ANALYSIS & RESEARCH
Editors: Monica Reid Kerrigan, Rowan University, and Ane Turner Johnson, Rowan University
Abstracts Due: December 1, 2017 • Full Manuscript Due: May 1, 2018
The purpose of this special issue is to provide policy researchers with innovative approaches to inquiry while detailing how to engage with these approaches in order to be practically useful to both the novice and experienced researcher. To that end, we seek a series of articles addressing new approaches or previously un-interrogated approaches to policy research, broken down into the core inquiry processes of data collection, data analysis, data transformation, as well as a broader examination of theoretical frameworks, paradigmatic issues, and collaborative approaches relevant to qualitative public policy research. By attending, comprehensively, to the descriptions of how these innovative approaches are applied to one or two cases, this issue will serve as a resource to researchers seeking new approaches to meet the complex needs of public policy research. We argue that although quantitative research now dominates public policy, there is a need not only for qualitative approaches but also a need to rigorously detail such approaches for broader use. The intention is not to replace quantitative methods; rather, it is to expand the toolbox of available techniques. We are seeking contributions from a range of fields and disciplines that address the following: qualitative approaches to data collection for policy research; data transformation in policy research; theoretical frameworks in qualitative policy analysis; paradigmatic issues in qualitative policy analysis; and collaborative approaches to qualitative policy research.
Manuscripts are expected to be between 5000-8000 words (excluding the reference list) and in a format suitable for publication as a journal article. In contrast to a typical empirical article, these manuscripts will emphasize a thorough discussion of the innovative research design and its application to public policy analysis and research. Akin to a case, the application will illustrate to researchers how the qualitative design is used and the outcomes. Particular emphasis should be given to examples of innovative features in the articles, particularly as each relates to the policy analysis and research knowledge-base.
Information about Abstract Submission
Prospective authors are invited to submit a brief abstract (250-300 words) by December 1, 2017 to the issue editors at email@example.com. The abstract should (a) summarize the method that will be considered and its appropriateness to policy analysis, (b) identify 1-2 empirical examples that will serve as application cases, and (c) address the innovativeness of the approach. Prospective contributors will hear from us by January 15, 2018.
The Center for Ethics and Education is pleased to announce an essay competition for graduate students. We are looking for essays that use philosophical insight and argument to address an important issue in educational policy and/or practice. The essays may focus on issues in early childhood, compulsory, or postsecondary education, or in the way children are raised in families.
1st prize winner: $3000 + invitation to participate as discussant in one of the Center’s regular workshop-style conferences (includes airfare, accommodation, food)
2nd prize winner: $2000
3rd prize winner: $1000
The submission deadline is February 1, 2018. For more details, visit the CEE website.
Dr. Aaron M. Kuntz and Dr. Kelly W. Guyotte, members of the UA Qualitative faculty, recently published an article (OnlineFirst) for a special issue of Qualitative Inquiry. The focus of the issue is on Work/Think/Play in Qualitative Inquiry and will be published in its entirety in the coming months. Kuntz and Guyotte's article is entitled "Inquiry on the Sly: Playful Intervention as Philosophical Action." Below is an abstract and link to the work:
"As an ongoing practice, work can never be fully accounted for or described. Furthermore, the notion of play is often situated in opposition to work in Western cultures—as though work and play cannot occur simultaneously or even within the same location. In this article, we engage in a bit of a quandary—how to make our playful actions visible while resisting the foreclosure that visibility often entails. As an attempt at exploring this question (among others), we invoke de Certeau’s conception of la perruque (“the wig”) as a playful mechanism for “working inquiry.” We overlay Certeau’s work with a Deleuzian-inspired orientation toward the excessive capacity of becoming to articulate our central argument: Through playful excess, the work of inquiry intervenes in normative processes of knowing and being. Such a disruption makes possible an indeterminate space in which inquiry and social justice work (as inquiry) might be differently enacted. This is the sly and playful action necessary for reconceiving a methodology-of-the-past into methodologies-of-the-immanent-now."
The article can be accessed via this link: http://journals.sagepub.com/doi/full/10.1177/1077800417734566
The Southeast Philosophy of Education Society (SEPES) invites submission proposals for the 70th Annual Meeting on February 2-3, 2018 in Chattanooga, Tennessee. SEPES has a long tradition of providing a friendly forum for dialogue and the exchange of philosophical ideas related to a broad variety of educational topics. We welcome presentations from graduate students, scholars, and practitioners from both within and beyond the scope of educational foundations.
While there is no particular theme to the conference, SEPES encourages participants to engage with philosophical ideas concerning education at various levels. Topics for submissions might include, but are not limited to, the following:
Submissions are accepted September 1st through the deadline, MIDNIGHT (EST) on OCTOBER 13, 2017.
Maureen Flint, a PhD student in Educational Research, was recently selected to participate in a session for the 2018 American Educational Research Association Annual Meeting in New York City. Maureen will be paired with prominent scholars in qualitative inquiry to discuss methodological and theoretical issues for a session entitled "Methodological Quandaries in Qualitative and Post-Qualitative Research.” Participation in this session was competitive and Maureen had to submit an application for review by the SIG's Mentoring Committee. She was one of fifteen graduate students from the United States and Canada selected. Congratulations to Maureen!
The great news continues amidst our Qualitative Research faculty! Dr. Stephanie Anne Shelton was recently awarded a $2500 grant from the Council on English Education Research for a project entitled, An Intersectional Approach to English Education: Professional Development and Classroom Implementation. Dr. Shelton's was one of only four projects awarded for the 2017-2018 cycle. Thank you for your exemplary work and congratulations Dr. Shelton!
Doctoral student in Educational Research, Caitlyn Byrne, has published an article in the prestigious journal Qualitative Inquiry for a special issue on Digital Tools in Qualitative Inquiry. Her article, entitled Anonymous Social Media and Qualitative Inquiry: Methodological Considerations and Implications for Using Yik Yak as a Qualitative Data Source is now available OnlineFirst on the Qualitative Inquiry website (http://journals.sagepub.com/toc/qix/0/0). Sending congratulations to Caitlin and celebrating her hard work on this article!
Abstract: Twenty-first century researchers face new challenges as they include digital tools and contexts in their research processes. One digital context that can be difficult for researchers to navigate is social media. This article considers the ethical and methodological issues that arise for researchers who situate their work in these digital spaces. I draw from existing research to discuss how scholars might use the social media app Yik Yak as a data source. I consider how ethical practices such as privacy, disclosure, and consent might function in this new context. I also discuss the methodological implications of working in these spaces, looking specifically at data collection and analysis practices. Finally, I advocate for continued qualitative work within these spaces, using these suggestions as starting points.
Dr. Aaron Kuntz's book, The Responsible Methodologist, was awarded Honorable Mention from the American Educational Research Association's (AERA) Qualitative Research SIG. Kuntz's book was nominated for the 2016-2017 Outstanding Book Award and the Book Review Committee had this to say about the resonance of his book:
"One such text is Aaron Kuntz’s The Responsible Methodologist: Inquiry, Truth-Telling, and Social Justice (2015). This book earned the 2017 Outstanding Book Award Honorable Mention from the Qualitative Research SIG. It is timely and has quickly become a must-read for those who teach, lead, and otherwise practice qualitative methodology. In outlining technocratic challenges that are often shared, the book offers valuable perspectives on how methodologists might enact alternative and generative possibilities in their daily practice. The book raises significant implications for how methodology is taught and performed across the academy." (QR SIG Newsletter)
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