Click on the following links. Please note these will open in a new window

• Caelli, K. (2000). The changing face of phenomenological research: Traditional and American phenomenology in nursing. Qualitative Health Research, 10(3), 366–377.
• Fairclough, N. (2005). Discourse analysis in organization studies: The case for critical realism. Organization Studies, 26(6), 915-939.
• Roth, W.-M. (2001). Gestures: Their role in teaching and learning. Review of Educational Research, 71(3), 2–14.
• Thomas, G. (2010). Doing case study: Abduction not induction, phronesis not theory. Qualitative Inquiry, 16(7), 575-582.
• Thomas, G. (2011a). A Typology for the case study in social science following a review of definition, discourse, and structure. Qualitative Inquiry, 17(6), 511-521.
• Cheek, J. (2004). At the margins? Discourse analysis and qualitative research. Qualitative Health Research, 14(8), 1140–1150.
• Fairclough, N. (2005). Discourse analysis in organization studies: The case for critical realism. Organization Studies, 26(6), 915-939.
• Van der Riet, M. (2008). Participatory research and the philosophy of social science: Beyond the moral imperative. Qualitative Inquiry, 14(4), 546–565.
• Cruz, M. R. (2008). What if I just cite Graciela? Working toward decolonizing knowledge through a critical ethnography. Qualitative Inquiry, 14(4), 651–658.
• Bagley, C. (2008). Educational ethnography as performance art: Towards a sensuous feeling and knowing. Qualitative Research, 8(1), 53–72.
• Miller-Day, M. (2008). Performance matters. Qualitative Inquiry, 14(8), 1458–1470.
• Furman, R., Langer, C. L., Davis, C. S., Gallardo, H. P., & Kulkarni, S. (2007). Expressive research and reflective poetry as qualitative inquiry: A study of adolescent identity. Qualitative Research, 7(3), 301–315.
• Dicks, B., Soyinka, B., & Coffey, A. (2006). Multimodal ethnography. Qualitative Research, 6(1), 77–96.
• Garcia, A. C., Standlee, A. I., Bechkoff, J., & Cui, Y. (2009). Ethnographic approaches to the Internet and computer-mediated communication. Journal of Contemporary Ethnography, 38(1), 52–84.
• Olesen, V. (2009). Do whatever you can: Temporality and critical, interpretive methods in an age of despair. Cultural Studies: Critical Methodologies, 9(1), 52–55.
• Williams, M. (2007). Avatar watching: Participant observation in graphical online environments. Qualitative Researcher, 7(1), 5–24.
• Gannon, S. (2006). The (im)possibilities of writing the self-writing: French poststructural theory and autoethnography. Cultural studies: Critical methodologies, 6(4), 474–495.
• Bernal, D. D. (2002). Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1), 105–126.
• DeCuir, J. T., & Dixson, A. D. (2004). “So when it comes out, they aren’t that surprised that it is there”: Using critical race theory as a tool of analysis of race and racism in education. Educational Researcher, 33, 26–31.
• Mayo, C. (2007). Queering foundations: Queer and lesbian, gay, bisexual, and transgender educational research. Review of Research in Education, 31, 78–94.