New Research – New Voices involves two strands, leaving open the possibility of others as the series grows:
Strand 1: New Voices and New Knowledge in Research Methodology This strand in the book series is dedicated to producing cutting-edge titles focusing on Research Methodology. While it might be generally acknowledged that educational researchers often tend to import methods developed in neighboring disciplines, this is not always acknowledged in the literature on methodology. This series intends to contribute to the knowledge foundation in educational research by specifically seeking out those who work both across disciplines and inter-disciplinary in terms of their methodological approaches. The overall focus is to develop a series focusing on those methods which are appropriate in dealing with the specific research problems of the discipline.
The series provides students and scholars with state-of-the-art scholarship on methodology, methods and techniques focusing on a range of research topics. It comprises innovative and intellectually rigorous monographs and edited collections which bridge schools of thought and cross the boundaries of conventional approaches. The series covers a broad range of issues focusing on not only empirical-analytical and interpretive approaches, but moreover on micro and macro studies, and quantitative and qualitative methods.
Strand 2: New Voices and New Knowledge in Educational Research This part of the series will focus on theoretical and empirical contributions that are unique and will provide important insights into the field of educational research across a range of contexts globally. This part of the series will collectively communicate new voices, new insights and new possibilities within the field of educational research. In particular the focus will be on scholars, students and communities that have often been excluded or marginalized within educational research and practice.
Series Editor: Halla B. Holmarsdottir,
Oslo Metropolitan University, Norway
International Advisory Board: Karen Biraimah,
University of Central Florida, USA Heidi Biseth,
Buskerud University College, Norway Joan DeJaeghere,
University of Minnesota, USA Zubeida Desai,
University of the Western Cape, South Africa Alawia Farag,
Ahfad University for Women, Sudan Fatma Gok,
Bogazici University, Turkey Lihong Huang,
Norwegian Social Research (NOVA) Institute, Norway Suzanne Majhanovich,
University of Western Ontario, Canada Diane Napier,
University of Georgia, USA Vuyokazi Nomlomo,
University of the Western Cape, South Africa Gerald Ouma,
University of Pretoria, South Africa Adila Pašalić-Kreso,
University of Sarajevo, Bosnia and Herzegovina Yusuf Sayed,
University of Sussex, UK