Abstract
There is no one right way to “do” critical research on educational leadership. This chapter provides an overview of what principles make research methodologies “critical,” with special attention to the role of epistemologies and theoretical frameworks in this approach to research. The chapter focuses not on “how to” engage in critical research in educational leadership, but rather on what many scholars think about when affirming and centering dignity and humanity in critical research. In particular, the chapter reviews some trends in how critical research has developed in the field of educational leadership. Finally, the chapter concludes with several recommendations to consider before, during, and after conducting a critical research study, with commentary on the role of the researcher and the participants in the research agenda.
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Notes
- 1.
The politics of language and naming are always evolving. Disability studies, a diverse and interdisciplinary field, deconstructs ableism (the privileging of some abilities over others and erasure of differences in ability) as well as articulating how students are disabled by the structures of schooling and society that create barriers for these individuals (Goodley 2017). In this case, calling them “disabled students” reflects this systemic oppression and exclusion. I use different terms depending on the issue and meaning at hand. In this case, I choose the term “students with disabilities” to forefront the human being who is labeled by socially constructed notions of ability and normality.
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Yoon, I.H. (2018). Critical Research Perspectives in School Leadership: Putting Dignity and Humanity at the Center. In: Lochmiller, C. (eds) Complementary Research Methods for Educational Leadership and Policy Studies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-93539-3_6
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