Imagining the Possibilities: Qualitative Inquiry at the Intersections of Race, Gender, Disability, and Class

Autor/in	Petersen, Amy J.
Titel	Imagining the Possibilities: Qualitative Inquiry at the Intersections of Race, Gender, Disability, and Class
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 25 (2012) 6, S.801-818 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2011.645513
Schlagwörter	Qualitative Research; Inquiry; Research Methodology; Educational Experience; Females; African Americans; Low Income; Socioeconomic Status; Poetry; Personal Narratives; Feminism; Social Theories; Disadvantaged; Hermeneutics; Group Dynamics; Human Dignity; Identification (Psychology); College Students + Suchen Sie Ihr Suchwort? Qualitative Forschung; Research method; Forschungsmethode; Bildungserfahrung; Weibliches Geschlecht; Afroamerikaner; Niedriglohn; Socio-economic status; Sozioökonomischer Status; Lyrik; Poesie; Erlebniserzählung; Feminismus; Gesellschaftstheorie; Hermeneutik; Gruppendynamik; Menschenwürde; Collegestudent
Abstract	This paper reflects upon the methodology and methods of a qualitative study that examined the lived educational experiences of four African-American women labeled with disabilities and from low socioeconomic backgrounds. This paper offers discussion as to the usefulness of alternate methods of representing data, specifically poetry and narrative, as a means of circumventing dilemmas associated with intersectional research and promoting more equitable research processes for individuals that have been historically marginalized by traditional research methods. How qualitative inquiry may enhance and bring about new insights into the lived experiences of individuals located at marginalized and intersecting discourses is explored. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10