Handbook of Critical Education Research

"This is the handbook we've been waiting for! The chapters in this crucial volume not only refuse the dehumanizing paradigm of research that has done so much harm in minoritized communities, they offer the deep, nuanced guidance for undertaking more liberatory inquiries we have so urgently needed in the field. Reckoning with anti-Blackness, settler colonialism, and multiple forms of oppression, rooted in histories of invisibilized expertise, resilience and joy, the authors provide profound ontological and epistemological insights as well as tangible methodological approaches that help light the way forward for scholars, students, and researchers at all stages!"

--Ann Ishimaru, Associate Professor, Educational Foundations, Leadership, & Policy, University of Washington

"How do two leading scholars and thinkers in the field of education policy and leadership—Michelle D. Young and Sarah Diem—follow up on their highly influential book, Critical Approaches to Education Policy Analysis: Moving Beyond Tradition? Simply, they push us to understand further, by comprehensively reviewing, complicating, and interrogating the very critical research methodologies that they and others of us in the field employ. In the Handbook of Critical Education Research: Qualitative, Quantitative, and Emerging Approaches, Diem and Young situate the significant expansion of education research methodological tools and approaches within histopolitical and contemporary sociocultural realities, to offer us a brave, engaging, and well-researched volume that brings together exciting and smart critical scholars from across the globe. It is not only a must read, but a must use for all education researchers."

--Jill Koyama, Vice Dean and Professor, Educational Leadership & Innovation, Arizona State University

"Given the continued weight of historical positivisms, this book marks how critical work is gaining parity across the paradigms in educational research. Neo-liberalism might remain hegemonic, but "remembering with" many of the authors in terms of origins, my hope is that the push of the book toward not so much ideology critique as against methodological conservatism engenders a "living into" more nuanced approaches alive to the "afters" of the many inequities so very much with us."

--Patti Lather, Emeritus Professor, Cultural Foundations, Technology, & Qualitative Inquiry, The Ohio State University