In this manuscript, we work to define and unpack what teaching for social justice means for us as instructors of an introductory qualitative methods course at an ultraconservative institution. We focus on our intentionality in curating readings, designing specific fieldwork assignments, and prompting reflective work for adult graduate students in the course. This intentionality provides various inroads to develop and support student learning around qualitative methods, to reveal meta narratives and dominant ideologies, to critically think and “trouble” those narratives, and opportunities to name lived experiences and observations in systems of oppression and privilege.
Teaching Qualitative Methods, Social Justice, Critical Studies
We are grateful to all of the students who have enrolled in our qualitative methods courses. It has been a gift to teach them and an honor to learn from and with them.
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Recommended APA Citation
Andrzejewski, C. E., & Baggett, H. C. (2020). Magic and Hocus Pocus: Teaching for Social Justice in a Qualitative Methods Course. The Qualitative Report, 25(3), 864-875. Retrieved from https://nsuworks.nova.edu/tqr/vol25/iss3/19