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Title: “Censorship”, Early Childhood Research Quarterly and Qualitative Research: Not So Much Aced Out as an Own Goal?
Authors: Chattoe-Brown, Edmund
First Published: 6-Nov-2014
Publisher: Elsevier for National Association for the Education of Young People (NAEYC)
Citation: Early Childhood Research Quarterly (2014)
Abstract: As its starting point, this article investigates claims published in Qualitative Inquiry by Ceglowski, Bacigalupa, and Peck (2011) that Early Childhood Research Quarterly censored qualitative research. Unfortunately they assert rather than demonstrate political bias against qualitative research, fail to show that its publication in Early Childhood Research Quarterly has actually declined and ignore alternate hypotheses compatible with their data. After breaking their argument into parts, I find their censorship claims completely unsupported by evidence. However, this article has two larger aims. The first is to show how mistaking hypotheses for evidence, arguing unconvincingly from quantitative data, and failing to consider alternative interpretations of evidence weaken qualitative research, lowering its credibility within social science. The second is to consider the wider academic ramifications of publishing a peer-reviewed journal article that totally fails to support its claims. Based on these concerns, the article offers some practical advice to avoid the negative outcomes demonstrated by the publication of Ceglowski, Bacigalupa, and Peck and considers the scientific implications of this rebuttal to their claims having been rejected previously by Qualitative Inquiry.
DOI Link: 10.1016/j.ecresq.2014.10.007
ISSN: 0885-2006
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2014, Elsevier. Deposited with reference to the publisher’s archiving policy available on the SHERPA/RoMEO website. NOTICE: this is the author’s version of a work that was accepted for publication in Early Childhood Research Quarterly. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Early Childhood Research Quarterly, (2014) DOI 10.1016/j.ecresq.2014.10.007
Description: The file associated with this record is embargoed until 24 months after the date of publication. The final published version may be available through the links above.
Appears in Collections:Published Articles, Dept. of Sociology

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