Book Reviews

We present here a reflexive and critical commentary and exemplification of the teaching and learning of research methodology. The paper focuses on the teaching/learning of qualitative data analysis. It is our belief that it is essential to do data analysis when learning about the process and that there are serious limitations to methodological ‘manuals’ which set out to model the process. In doctoral workshops, Frankham and Stronach have used a passage by Jules Henry to provoke students into generating data which is then analysed as a group. This paper, written with a group of doctoral students, describes the reflexive and iterative processes of data analysis which took place in one such group. We hope that describing our discussions will be of practical use to others in our attempt to iterate a process. Our other purposes include a desire to underline the inappropriacy of the notion of ‘skills’ in the context of research ‘training’ or of following formulaic procedures in interpretive inquiry. Instead the process we set out to illustrate here is embodied and serendipitous and centres on individuals' capacity to think.     

INTRODUCING THE PUPIL‐CENTERED CURRICULUM IN A ONE HOUR WEEKDAY SCHOOL

This article examines the efforts of Sunday school attendees to challenge racism in America during the 1930s, '40s, and '50s. Participants formed alliances with nonreligious Black activist movements such as the Southern Youth Negro Congress and the Youth Council of the National Association for the Advancement of Colored People to address issues that impacted African-American youth and adults as a result of racism and White supremacy while fighting for social, political, and economy equality and status as first-class citizens in America.