A volume in Research for Social Justice Personal~Passionate~Participatory Inquiry(Sponsored by AERA Qualitative Research SIG and International Studies SIG)Series Editors Ming Fang He, Georgia Southern University and JoAnn Phillion, Purdue UniversitySeries Scope: Research for Social Justice: Personal~Passionate~Participatory Inquiry, the book series, demonstrates a form ofeducational inquiry that connects the personal with the political, the theoretical with the practical, and research with social andeducational change. The principle aspect of this form of inquiry that distinguishes it from others is that the researcher is not separatefrom the socio-political and cultural phenomena of the inquiry, the data collected, findings, interpretations, or writing. The purpose ofthe proposed book series is to draw together work which demonstrates three distinct qualities: personal~ passionate~ participatory withexplicit research agendas that focus on equity, equality, and social justice, specific research methodologies that illustrate theparticipatory process of the inquiries, and positive social and educational change engendered by the inquiries.Scope of the Book: Personal~Passionate~Participatory Inquiry into Social Justice in Education, the first book in the series, features14 programs of social justice oriented research on life in schools, families, and communities. This work, done by a diverse group ofpractitioner researchers, educators, and scholars, connects the personal with the political, the theoretical with the practical, and researchwith social and educational change. These inquiries demonstrate three distinct qualities. Each is personal, compelled by values andexperiences researchers bring to the work. Each is passionate, grounded in a commitment to social justice concerns of people and placesunder consideration. Each is participatory, built on long-term, heart-felt engagement, and shared efforts. The principle aspect of theinquiries featured in the book series that distinguish it from others is that researchers are not detached observers, nor putativelyobjective recorders, but active participants in schools, families, and communities. Researchers have explicit research agendas that focuson equity, equality, and social justice. Rather than aiming solely at traditional educationalresearch outcomes, positive social and educational change is the focal outcome of inquiry.The researchers are diverse and their inquiries are far ranging in terms of content, people andgeographic locations studied. These studies reflect new and exciting ways of researching andrepresenting experience of the disenfranchised, underrepresented, and invisible groupsseldom discussed in the literature, and challenge stereotypical or deficit oriented perspectiveson these groups. This book informs pre-service and in-service teachers, educators,educational researchers, administrators, and educational policy makers, particularly thosewho advocate for people who are marginalized and those who are committed to theenactment of social justice and positive educational and social change.
