Conducting Case Study Research to Address the Continued Crises: A Process of Learning to Employ Decolonial Perspectives to Produce a Flourishing Academic Lifeworld

Abstract

In this article, I rethink the process of training emerging scholars to engage in the act(s) of conducting case study methodology using decolonial orientations within the critical paradigm. Doing so creates the opportunity for me to make obvious the challenges of conducting research in this era of never-ending educational, environmental, and health crises. It also provides me with the opportunity to consider actions that researchers and instructors can take to generate and support critical qualitative practices throughout the research process to produce work that addresses these issues as well as fosters an academic lifeworld that allows such work to flourish.