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International Journal of Qualitative Studies in Education Volume 26, 2013 - Issue 5: Feminist Methodologies: The Dirty Theory and Messy Practice of Educational Research Beyond Gender
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Articles

A promiscuous (feminist) look at grant-science: how colliding imaginaries shape the practice of NSF policy

Stephanie L. Daza Education and Social Research Institute, Manchester Metropolitan University, Manchester, UKCorrespondence[email protected] [email protected]
Pages 580-598 | Received 14 Apr 2012, Accepted 13 Mar 2013, Published online: 07 May 2013

Citations (10)

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Read on this site (2)

Stephanie L. Daza & Eve Tuck. (2014) De/colonizing, (Post)(Anti)Colonial, and Indigenous Education, Studies, and Theories. Educational Studies 50:4, pages 307-312.
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Lisa (Leigh) Patel. (2014) Countering Coloniality in Educational Research: From Ownership to Answerability. Educational Studies 50:4, pages 357-377.
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Articles from other publishers (8)

Jennifer R. Wolgemuth & Lorien S. Jordan. (2023) “Will You be Our Qualitative Methodologist?” Reflections on Grant Work Responsibilities. International Journal of Qualitative Methods 22, pages 160940692311524.
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Stephanie Curley, Jeong-eun Rhee, Binaya Subedi & Sharon Subreenduth. 2018. The Palgrave Handbook of Global Citizenship and Education. The Palgrave Handbook of Global Citizenship and Education 589 606 .
Sarah K. Robblee. (2016) Editing for effective grant proposals. Editing for effective grant proposals.
Patti Lather. 2016. Becoming Earth. Becoming Earth 21 30 .
Stephanie Daza & Walter S. Gershon. (2015) Beyond Ocular Inquiry. Qualitative Inquiry 21:7, pages 639-644.
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Stephanie Daza, Sharon Subreenduth, Jeong-Eun Rhee & Michelle Proctor. 2015. Neoliberalizing Educational Reform. Neoliberalizing Educational Reform 149 182 .
Stephanie L. Daza & M. Francyne Huckaby. (2014) Terra Incognita. Qualitative Inquiry 20:6, pages 801-810.
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Mirka Koro-Ljungberg & Maggie MacLure. (2013) Provocations, Re-Un-Visions, Death, and Other Possibilities of “Data”. Cultural Studies ↔ Critical Methodologies 13:4, pages 219-222.
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