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Book Review: Making Research Public in Troubled Times: Pedagogy, Activism, and Critical Obligations by M. Francyne Huckaby

Mark Joseph Congdon


As part of the series, Qualitative Inquiry: Critical Ethics, Justice, and Activism, Huckaby’s edited book asks us to think about “what might become possible” (p. 28) … with/through critical (post)qualitative inquiry? Starting off with a forward by the series editor, Cannella claims that the first volume is a valuable “handbook for rethinking and reconceptualizing qualitative research as a public project,” and readers will be “inspired and encouraged to take action” (p xi). The contributors nudge us away from upholding Eurocentric disciplinary conventions in order to honor and support different epistemological approaches and to exclude marginalized students, peoples, and communities. Huckaby’s edited volume is therefore an important (and relevant) contribution to better examine, in these troubled times, how activist-scholars, new or old, may partner with others in our journey to create a more socially just world.


critical qualitative inquiry; critical pedagogy; community-based research

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Partnerships is sponsored by North Carolina Campus Compact, and hosted by the University of North Carolina at Greensboro. ISSN: 1944-1061
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