This book provides new ways of thinking about educational processes, using quantitative and qualitative methodologies. Ultimately, it aims at expanding knowledge itself - altering the centre by allowing the margins to inform it - allowing it to be extended to include those ways of knowing that have historically been unexplored or ignored.
"This is a wonderful book, not only for researchers and practitioners in education but for those who are interested in examining - and living - everyday life as a praxis of self and social transformation." - Peter McLaren, Professor, Graduate School of Education and Information Studies, University of California, Los Angeles, and Author of Schooling as a Ritual Performance and Life in Schools
"Along with evocative dialogue anchored in rigorous and unremitting questioning of the idea of 'marginality,' this finely-crafted and unwaveringly evocative text challenges the reader to reexamine the fierce grip and stultifying effects that extant educational theory and 'methodological correctness' continue to have on educational inquiry. From chapters on theory and research methods to exemplars of inquiry at/on the margins, this innovative text is a signature contribution to the literature and is destined to immeasurably enrich and enlarge the landscape of educational inquiry for years to come." - Clifton Conrad, Professor of Educational Leadership and Policy Analysis, University of Wisconsin-Madison
"To bring alive the concept of margin groups and methodological margins, as the authors have done, is commendable. To challenge researchers working contentedly in the centre in such an engaging and evocative way is clever. This is a must read book for anyone interested in how we learn about education." - Widening Participation and Lifelong Learning
Edited By Rachelle Winkle-Wagner, Cheryl A. Hunter and Debora Hinderliter Ortloff