@) Taylor & Francis CONTENTS OF VOLUME 16, 2003 INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION A discursive turn: rhizovocality as re-iteration of voice Alternative textualities: media culture and the proto-queet An endarkened feminist epistemology? Identity, difference and the politics of representation in educational research Attempting to document teachers’ professional knowledge Can I claim your roots and take credit for the shoots? Competency vs. good intentions: diversity ideologies and teache1 potential Conditions, contexts, and controversies of truth-making: Rigoberta Menchu and the perils of everyday witnessing and testimonial work Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research Contradictions of power and identity: whiteness studies and the call of teacher education Creating spaces: testimonio, impossible knowledge, and academe Critical race theory and white racism: is there room for white scholars in fighting racism in education? Cut to heal, not to bleed: a response to Handel Wright’s “An endarkened feminist epistemology?” Identity, difference and the politics of representation in educational research Dilemmas faced by a university president in educational reforms Do returns on investment for educating children in Oaxaca de Juarez, Mexico, pay off? A qualitative analyis Engaging whiteness: how racial power gets reified in education Essay Review: Resisting ghettoization and expanding the boundaries of diversity education: the possibilities of antioppressive pedagogy Ethics at home: informed consent in your own backyard Fruit flies like a banana: historicity and the rhizome Fugue of the street rat: writing research poetry Ghostly evidence: official and structural registers of voice, veracity, avarice, and violence in the “Rigoberta Mencht: Controversy” Indigenous voice, community, and epistemic violence: the ethnogra- pher’s “interests” and what “interests” the ethnographer Introduction Introduction: Rhizovocality Irruptions of voice: a critique of “rhizovocality” by a white feminist researcher Kobe’s story: doing science as contested terrain La Resurreccion de una voz: a response to rhizovocality Learning together, living apart: the experiences of university students in Northern Ireland Migrant worker children: conceptions of homelessness and implica- tions for education Pedagogies of critical race theory: experimentations with white preservice teachers Photograph Photographs Poem Prelude and temptation: arresting a vitriolic and defamatory controversy Racial injustice and disposable youth in the age of zero tolerance Re/searching speaking and listening across difference: exploring feminist coalition politics through participatory theatre Reflections on residential school and our future: “daylight in our minds” Reflections on the state of critical white studies Researcher or trickster? Rhizovocality Rhizovocality response Rigoberta Menchu and David Stoll: contending stories Self-segregation or self-preservation? A critical race theory and Latina o critical theory analysis of a study of Chicana/o college students Speculations on qualities of difficult knowledge in teaching and learning: an experiment in psychoanalytic research Stories that stayed “under the skin” Tending to a garden of rhizovocality The “race” to theorize education: who is my neighbor? The faces of dignity: rethinking the politics of homelessness and poverty in America The politics of fear in the making of worlds The power of space: constructing a dialog of resistance, transforma- tion, and homelessness The power to define: definitions as a site of struggle in the field of homelessness The tradition of sociology and the sociology of tradition Theory in the flesh: toward an endarkened epistemology Tiffany, friend of people of color: white investments in antiracism Toward a white teachers’ guide to playing fair: exploring the cultural politics of multicultural teaching Transcription work: learning through coparticipation in research practices Unhomely spaces and deviant subjectivity: the sociohistorical home- lessness of female juvenile offenders War and the politics of truth-making in Canada “We have correct English teachers. Why can’t we have correct Spanish teachers? It’s not acceptable” AUTHORS Ahmed Sara Aldous Bergerson Amy Bannerji Himani Black William R. Britzman Deborah Butterwick Shauna Calabrese Barton Angela Cary LisaJ . Creemers Bert B.P.M. Dickson David A. Dillard Cynthia Dray Barbara Earnest Garcia Georgia Finley Susan Finley Macklin Fraynd DonaldJ . Giroux Henry A. Guerrero Michael D. Haig-Brown Celia Hardman Toby Hargie Owen D.W. Hernandez Sheets Rosa Hurtado Aida Hytten Kathy Kashope Wright Handel Kinard Tim A. Kozoll Richard H. Linné Robert Loughran John Malone Susan Marker Michael Marx Sherry McCarthy Cameron Mitchell Ian Mitchell Judie Nelson Seanenne Osborne Margery D. Pennington Julie Pierce Alice Pillow Wanda S. Pitt Alice Pozzi Craig Roman Leslie G. Scheurich Jim Schiff Lisa R. Silva Stella Sloan Kris Smith Dorothy E. Steedly Kathryn Sun He-Chuan Tate William Thobani Sunera Thompson Audrey Tilley Susan A. Trainor Audrey Valenzuela Angela Vandenberghe Roland Villalpando Octavio Warren John Webster Brandon Wendy Weiling Elizabeth Whattam Tracy Wisneski Deborah Youngblood-Jackson Alecia