Evolutions in Critical and Postcritical Ethnography Crafting Approaches

Moving beyond traditional critical ethnography, postcritical ethnographies accept as a key premise that studies which are critical of the social world must also turn critique back on the ethnographer, the study, and its process. The book includes an introduction to the evolutions of critical ethnography and postcritical ethnography and exemplar chapters from contributors who engaged in long-term ethnographic studies. Accompanying each chapter is an introductory preface and margin notes created by the editors to underscore the methodological ‘moves’ made by each author.

Addressing the distinct orientations critical and postcritical ethnographies take, the book illuminates how different authors think, enact, and represent their critical and postcritical/post-critical work. In this way the book is pedagogical within and across each chapter. Each contributor has produced a chapter that includes a brief summary of their respective long-term inquiry project with emphases on relation in the being, doing, and theorizing of qualitative research. Contributors discuss their navigation of commitments across the arc of their research and engage critical social theory, interrogating issues of power and ideology. Each chapter includes retrospective analytical reflections on the long-term ethnographic work contributors completed. The chapters address interpretivist commitments to emic analyses, metaphor, and representation and each contributor’s personal and professional commitments to equity and justice. The chapters engage critical social theories, crip horizons, critical race theory, and queer theory, as well as critical and queer pedagogies, de/colonialism, and post-humanism. A summary chapter addresses key issues in contemporary postcritical/post-critical qualitative research.

The book is designed to prepare novice qualitative researchers to craft, conduct, and represent postcritical/post-critical qualitative research. The book provides guidance for researchers who are interested in social critique, equity, and justice and who seek to avoid the failures in the last quarter of the 20th Century of critical ethnography.

Postcritical Ethnography (Allison Daniel Anders and George W. Noblit).- Critical Turns in Ethnography (Allison Daniel Anders and George W. Noblit).- Making Legible Vulnerable Lives: The Strange Reconciliations of Ambition and Love in Ethnographic Work (Marta Sánchez).- Be of Good Use: Exploring the Intersection of Critical Race Theory and Postcritical Ethnography (Daniella A. Cook).- A Moral Vision of Postcritical Ethnography: Reflexive Sensitivities that (In)form Ethnographic Political-Moral Agency (Tim Conder).- Kathas of Desi Women in Pardes: De/colonizing Formal and Informal Structures in Higher Education (Kakali Bhattacharya).- Teaching-Researching-Desiring: Relational Ethics and Inquiries Inspired by Poststructural and Posthumanist Philosophies (Candace R. Kuby).- Learning through Processing: Teaching and Researching with Queer and Social Justice Pedagogies (Summer Pennell).- Engaging with ‘Crip Horizons’ in the Study of Autistic Identity: A Discursive Project (Jessica N. Lester).- Crafting a Postcritical Compass (Allison Daniel Anders).- An Invitation to Postcritical Ethnography (George W. Noblit and Allison Daniel Anders).

Allison Daniel Anders, PhD, is an associate professor in the educational foundations and inquiry program and the qualitative research program at the University of South Carolina, USA. She studies critical and postcritical ethnography and contexts of education. Her work addresses the everyday experiences of children, families, and communities, and issues of access, equity, and justice.

George W. Noblit, PhD, is the Joseph R. Neikirk Professor of Sociology of Education Emeritus at the University of North Carolina at Chapel Hill, USA. His scholarship has won awards from the American Educational Research Association, the American Educational Studies Association, the International Reading Association and the Society of Professors of Education. He is a well-known qualitative research methodologist and author and editor of many books either on, or using, qualitative methods.