Cover -- Half Title Page -- Title Page -- Copyright -- Preface -- Contents -- 1. What Does It Mean to Teach Qualitative Research? -- Why Is It Imperative That We Build a Pedagogical Culture around Preparing the Next Generation of Qualitative Researchers? -- What Does It Mean to “Teach” Qualitative Research? -- Introduction to the Debates, Discourses, and Complexities Inherent in Teaching Research -- Different Fields and the Issues in Common for Teaching Qualitative Research -- Teaching Qualitative Research in Quantitative Times -- Institutional Arrangements and Politics -- Chapter Summary -- 2. So You’ve Been Asked to Teach a Qualitative Research Course: Socialization and the Qualitative Researcher -- Course Design Principles, Processes, and Taxonomies -- Design Principles of Courses and Understanding the Learner -- Approaches to Teaching Qualitative Research -- Should Qualitative Research Be Taught within Single Disciplines or Should a Cross‑Disciplinary Approach Be Advocated? -- Why Teach Critically?: What Other Approaches Are Possible? -- General Course Design Principles -- Knowing the Learner: Countering and Working with the Resistant Learner -- Inviting Students into a Community of Learning -- Reflection or Reflective Practices -- Faculty Reflective Journal Exercise 2.1. Prior to Teaching the Course -- Faculty Reflective Journal Exercise 2.2. Planning to Teach -- Faculty Reflective Journal Exercise 2.3. Thinking about Teaching -- Chapter Summary -- Sample Syllabi Templates (Face-to-Face, Workshop and Studio Based, Online) -- Example 1. Some elements included in a syllabus for a face-to-face, theory-driven approach to an introduction to qualitative inquiry. -- Example 2. Some elements included in a syllabus using workshop and studio pedagogies for a face-to-face graduate seminar on ethnography and education. -- Example 3. Some elements included in a syllabus for an online introduction to a qualitative inquiry course. -- 3. It’s Never Too Early to Start “Thinking Qualitatively” -- Using a Holistic Approach to Thinking Pedagogically about Teaching Qualitative Research -- What Is a Holistic Pedagogy?: And Why Is It Needed? -- Key Characteristics of Holistic Pedagogy for Teaching Qualitative Research -- What Does It Mean to Think Qualitatively? -- Teaching Qualitative Thinking through Experiential Learning -- Classroom Exercise 3.1. Grocery Store -- Classroom Exercise 3.2. The Outsider -- Teaching Qualitative Thinking through Dialogue -- Classroom Exercise 3.3. 20 Questions -- Facilitating Students to Ask Qualitative Questions -- Example of Qualitative Thinking Leading to Research from Sidewalk -- Example of Qualitative Thinking Leading to Research from Bad Boys -- Reflexive Thinking for Qualitative Research Topics -- Classroom Exercise 3.4. Brainstorming Qualitative Research Topics -- How to Ask a Qualitative Research Question -- Classroom Exercise 3.5. Research Topic and I (Eye) -- Chapter Summary -- 4. What Do You Mean That Being “Biased” Isn’.
t Wrong?: Reflexive Exercises to Promote Awareness and Discussion of “Positionality” in Qualitative Research -- Discussing and Tackling the Questions of Bias -- What Is Bias in Critical Qualitative Research? -- What Is Positionality and How Does It Influence Qualitative Research Projects? -- Hierarchical Positionings and the “Other” in Qualitative Research -- The Role of the Qualitative Researcher -- Ethical Considerations -- Outsider, Insider, Friend, Peer, Companion -- Classroom Exercise 4.1. Teaching Reflexivity -- Identity and the Qualitative Researcher -- Classroom Exercise 4.2. Understanding Your Positionality -- Chapter Summary -- 5. Crafting a Research Problem: The “So What?” Question -- The “So What?” Question -- Students’ Responses to Research Methods Courses -- Classroom Exercise 5.1. Opening a Conversation -- Classroom Exercise 5.2. Examining Assumptions -- Classroom Exercise 5.3. Examining Assumptions through Autobiographical Writing -- What Is a Research Problem in Qualitative Research? -- Distinguishing between Researchable Problems and Practical Problems -- What Makes a Problem Researchable? -- Classroom Exercise 5.4. Linking Qualitative Questions and Research Purpose -- Advocacy Research -- Identity Work and the Research Question -- Classroom Exercise 5.5. Imagining Researcher Roles and Identity -- Asking the “So What?” Question -- Identifying the “So What?” Question, or the Gap in Published Studies -- Classroom Exercise 5.6. Learning to Locate Researchable Problems -- Chapter Summary -- 6. Teaching Students to Write a Review of Literature: A Roadmap, a Conversation, and Metaphorical Imaginations -- What Are the Students’ Assumptions of Literature Reviews? -- How to Build an Argument in a Review of Literature -- An Advocate Approach -- A Jury Approach -- Types of Literature Reviews -- Descriptions and Discussion: Thematic, Scoping, and Critical -- Functions of a Literature Review -- Students’ Experiences of Crafting Literature Reviews -- Tools for Approaching a Literature Review -- Using Tables in Literature Reviews -- Methodological Transparency and Metaphorical Imaginations -- Classroom Exercise 6.1. Analogies and Reviews of Literature -- Prepare to Search -- Pedagogical Devices for Teaching Novice Researchers about Literature Reviews -- Critical Reading and Writing: Learning the Vocabulary of Research -- Classroom Exercise 6.2. Analyzing Literature Reviews -- Classroom Exercise 6.3. Library Excursion -- Rubric for Reviews of Literature -- Classroom Exercise 6.4. How or When to Use Citations and References -- Chapter Summary -- 7. Participant Observations, Research Questions, and Interview Questions: The Art of Observing and Questioning Self and Others in the Research Process -- The Art and Craft of Observation -- Classroom Exercise 7.1. Role Play -- Helping Students Think through the Focus of Observations -- Teaching Ideas for Learning to Observe and to Write Field Notes -- The Art and Craft of Interviewing -- Starting the Con.
versation: What Are Good Interviews? -- Research Questions and Their Links to Interview Questions -- Preparing Interview Protocols: Things to Think About -- Classroom Exercise 7.2. Learning to Formulate Interview Questions -- Practicing Interviewing with Peers -- Teaching Listening for Developing Interview Skills -- Classroom Exercise 7.3. Brainstorming What It Means to Listen -- Modes of Interviewing: Distance versus Proximity -- Phone Interviews -- Focus Group Discussions and Group Interviews -- Narrative Interviews and Life History Interviews -- Recruitment of Participants -- The Emotional Work of Interviewing -- Postinterview Reflections: Voice Memos as a Way to Reflect on Interviews -- Reflecting on the Content of the Interview -- Reflecting on the Process -- Lessons Learned -- Activities for Teaching Interviewing Skills -- Classroom Exercise 7.4. The Art and Craft of Interviews -- Classroom Exercise 7.5. Interview Modes -- Chapter Summary -- 8. Teaching Emergent Methods of Data Collection -- Teaching Emergent Methods of Data Collection -- Why Emergent Methods? -- What Are Multimodal Data? -- Classroom Exercise 8.1. Brainstorming Interesting Phenomena for Qualitative Research Data Gathering -- Teaching Visual Literacy -- Classroom Exercise 8.2. Keeping a Visual Diary -- Multiple Forms of Data Gathering -- Visual Methods -- Photographs and Visual Data for Empowerment -- Photovoice Methods for Interviewing -- Workshop: Phenomenological Ethnography: Using Photos and Other Artifacts to Explore a Cultural Phenomenon -- Performance‑ and Arts‑Based Data -- Issues, Ethics, and Best Practices for Image‑Based Research -- Data Gathering Online -- Classroom Exercise 8.3. Data Gathering Online -- Chapter Summary -- 9. Teaching Creative Analytic Practices -- Teaching Creative Analytic Practices -- Data Analysis -- Teaching Organization: Dealing with Piles and Files -- Data Management Plans: Developing Systems to Manage the Data -- Data Expansion -- Data Reduction -- Goals of Analysis -- Practical Tips for Handling Data for Coding -- Teaching Students Where Codes and Themes Come From -- Teaching Analysis as a Collective Classroom Activity -- Classroom Exercise 9.1. Trying Out Data Analysis in a Large Group -- Questions as a Way to Teach Data Analysis -- Who, What, Where, When, Why, and How? -- Reflective Questions That Interrogate Data -- Questions for Peer Review -- Classroom Exercise 9.2. Peer Feedback in Data Analysis -- Qualitative Analysis Strategies -- Teaching Analysis through Visual Displays -- Classroom Exercise 9.3. Creating Visual Displays and Visual Memos -- Teaching Interpretation -- Use of Metaphor to Teach Qualitative Analysis -- Classroom Exercise 9.4. Looking for Metaphors and Analogies -- Using Theory as a Building Block for Analysis -- Chapter Summary -- 10. Writing Qualitative Research Reports and Articles -- Writing Doctoral Dissertations, Master’s Theses, and Refereed Journal Articles -- Teaching about the Different Sections through E.