Hilary E Hughes
Biographic Data
| ID | 84263 |
|---|---|
| NAME | Hilary E Hughes |
| GIVEN NAMES | Hilary E |
| FAMILY NAME | Hughes |
| SIGNATURE | HUGHES H E |
| AFFILIATIONS | University of Georgia, Athens, USA |
| ORCID | 0000-0001-6114-7733 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Becoming Trustworthy in Ethically Engaged, Relational Feminist Inquiry
In this article, we explore trustworthiness as an emergent practice grounded in feminist, poststructural, and relational ethics-rather than a static set of post hoc criteria. Through our work with one middle school in the southern United States, we show how trustworthiness became something continually negotiated through everyday encounters marked by grief, uncertainty, and care. Rather than offering new criteria, we trace how we worked to become …
Embracing the Cruel Optimism of Phenomenological Writing
This article is about the euphoria I experience each time I write about philosophically informed phenomenological research: writing and reading and thinking that began in graduate school and has not let up since. This is the writing that takes me places I never imagined I could go. In this article, I explore how the enraptured, creative experiences I have when writing the idea, and all I let go of or put on hold to keep attempting to write it eve…
Work/Think/Play in Doctoral Education
This article is the introduction to the special issue, "Work/Think/Play in Doctoral Education." Similar to its companion issue titled, "Work/Think/Play in Qualitative and Postqualitative Inquiry," the goal of this issue is not to define, categorize, stabilize, or normalize the processes and practices of inquiry that remain behind-the-scenes of research reports and dissertations. Nor is it to make visible what researchers do when we say we are doi…
Readings That Rock Our Worlds
During doctoral programs, many scholars have experiences with texts that disrupt, that interrupt, that somehow open up unforeseen ways of being, thinking, feeling, and knowing. In this article, we provide short contributions from a wide swath of scholars who explore the many ways reading can change everything, electrifying us with possibilities of what might be thinkable now, and terrifying us because ideas and knowledge that we'd held dear all o…
Work/Think/Play in Qualitative and Postqualitative Inquiry
In this article, we introduce the special issue on work/think/play in qualitative and postqualitative inquiry. Our aim for the issue is to open up conversations about what does happen, what can happen, and/or what should happen in the name of qualitative and postqualitative inquiry. We hope that the issue raises methodological questions in qualitative and postqualitative inquiry about ways of being in the world as researchers-and most specificall…
Practices of Compassionate, Critical, Justice-Oriented Teacher Education
In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.'s concepts of preparation for professional practice as an analytic tool, we illuminate some of our teacher education practices that (a) facilitated the develop…
Complicating methodological transparency
A historical indicator of the quality, validity, and rigor of qualitative research has been the documentation and disclosure of the behind-the-scenes work of the researcher. In this paper, we use what we call methodological data as a tool to complicate the possibility and desirability of such transparency. Specifically, we draw on our disparate attempts to address calls for transparency about methodological processes in our respective dissertatio…
Unexpected Manifestations of (Dis)Orientation: Learning From 12-Year-Old Girls How to Talk Back in Order to Be Enough
The story presented here is adapted from my phenomenological dissertation project, which I wrote as a multigenre dissertation in a format similar to a teen magazine. It is a story of bodies and girls and resistance. It is a story of an incredible group of seventh grade girls of color who embodied some kind of agency in resistance-to a phenomenon I named bodily-not-enoughness: those moments in American culture when someone or something tells girls…
Beyond the Scope of this Paper: Troubling Writing Across Paradigms in Education Dissertations
While qualitative researchers include reflexive analyses about their research processes in publications, they are generally less forthcoming about their writing processes. Here we suggest that reflection on the thinking that happens in the writing process itself is a key analytic practice researchers can use to understand and transform the world. We invite readers to examine with us how productivity as a discourse in doctoral education relegates …
Remaining Skeptical: Bridling for and with One Another
In this article, we argue that being our own best critics is a process by which we commit to interrogating what we know (or think we know) as we design a study. We situate the idea of bridling within the philosophical and methodological conversation of a more traditional notion in phenomenological research, bracketing, and then within Macbeth's three expressions of reflexivity in qualitative research. Based on our analysis of some of our methodol…
Complicating methodological transparency
A historical indicator of the quality, validity, and rigor of qualitative research has been the documentation and disclosure of the behind-the-scenes work of the researcher. In this paper, we use what we call methodological data as a tool to complicate the possibility and desirability of such transparency. Specifically, we draw on our disparate attempts to address calls for transparency about methodological processes in our respective dissertatio…
Practices of Compassionate, Critical, Justice-Oriented Teacher Education
In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.'s concepts of preparation for professional practice as an analytic tool, we illuminate some of our teacher education practices that (a) facilitated the develop…
Readings That Rock Our Worlds
During doctoral programs, many scholars have experiences with texts that disrupt, that interrupt, that somehow open up unforeseen ways of being, thinking, feeling, and knowing. In this article, we provide short contributions from a wide swath of scholars who explore the many ways reading can change everything, electrifying us with possibilities of what might be thinkable now, and terrifying us because ideas and knowledge that we'd held dear all o…
Work/Think/Play in Qualitative and Postqualitative Inquiry
In this article, we introduce the special issue on work/think/play in qualitative and postqualitative inquiry. Our aim for the issue is to open up conversations about what does happen, what can happen, and/or what should happen in the name of qualitative and postqualitative inquiry. We hope that the issue raises methodological questions in qualitative and postqualitative inquiry about ways of being in the world as researchers-and most specificall…
Remaining Skeptical: Bridling for and with One Another
In this article, we argue that being our own best critics is a process by which we commit to interrogating what we know (or think we know) as we design a study. We situate the idea of bridling within the philosophical and methodological conversation of a more traditional notion in phenomenological research, bracketing, and then within Macbeth's three expressions of reflexivity in qualitative research. Based on our analysis of some of our methodol…
Unexpected Manifestations of (Dis)Orientation: Learning From 12-Year-Old Girls How to Talk Back in Order to Be Enough
The story presented here is adapted from my phenomenological dissertation project, which I wrote as a multigenre dissertation in a format similar to a teen magazine. It is a story of bodies and girls and resistance. It is a story of an incredible group of seventh grade girls of color who embodied some kind of agency in resistance-to a phenomenon I named bodily-not-enoughness: those moments in American culture when someone or something tells girls…
Embracing the Cruel Optimism of Phenomenological Writing
This article is about the euphoria I experience each time I write about philosophically informed phenomenological research: writing and reading and thinking that began in graduate school and has not let up since. This is the writing that takes me places I never imagined I could go. In this article, I explore how the enraptured, creative experiences I have when writing the idea, and all I let go of or put on hold to keep attempting to write it eve…
Remaining Skeptical: Bridling for and with One Another
In this article, we argue that being our own best critics is a process by which we commit to interrogating what we know (or think we know) as we design a study. We situate the idea of bridling within the philosophical and methodological conversation of a more traditional notion in phenomenological research, bracketing, and then within Macbeth's three expressions of reflexivity in qualitative research. Based on our analysis of some of our methodol…
Beyond the Scope of this Paper: Troubling Writing Across Paradigms in Education Dissertations
While qualitative researchers include reflexive analyses about their research processes in publications, they are generally less forthcoming about their writing processes. Here we suggest that reflection on the thinking that happens in the writing process itself is a key analytic practice researchers can use to understand and transform the world. We invite readers to examine with us how productivity as a discourse in doctoral education relegates …
Unexpected Manifestations of (Dis)Orientation: Learning From 12-Year-Old Girls How to Talk Back in Order to Be Enough
The story presented here is adapted from my phenomenological dissertation project, which I wrote as a multigenre dissertation in a format similar to a teen magazine. It is a story of bodies and girls and resistance. It is a story of an incredible group of seventh grade girls of color who embodied some kind of agency in resistance-to a phenomenon I named bodily-not-enoughness: those moments in American culture when someone or something tells girls…
Complicating methodological transparency
A historical indicator of the quality, validity, and rigor of qualitative research has been the documentation and disclosure of the behind-the-scenes work of the researcher. In this paper, we use what we call methodological data as a tool to complicate the possibility and desirability of such transparency. Specifically, we draw on our disparate attempts to address calls for transparency about methodological processes in our respective dissertatio…
Practices of Compassionate, Critical, Justice-Oriented Teacher Education
In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.'s concepts of preparation for professional practice as an analytic tool, we illuminate some of our teacher education practices that (a) facilitated the develop…
Embracing the Cruel Optimism of Phenomenological Writing
This article is about the euphoria I experience each time I write about philosophically informed phenomenological research: writing and reading and thinking that began in graduate school and has not let up since. This is the writing that takes me places I never imagined I could go. In this article, I explore how the enraptured, creative experiences I have when writing the idea, and all I let go of or put on hold to keep attempting to write it eve…
Work/Think/Play in Doctoral Education
This article is the introduction to the special issue, "Work/Think/Play in Doctoral Education." Similar to its companion issue titled, "Work/Think/Play in Qualitative and Postqualitative Inquiry," the goal of this issue is not to define, categorize, stabilize, or normalize the processes and practices of inquiry that remain behind-the-scenes of research reports and dissertations. Nor is it to make visible what researchers do when we say we are doi…
Readings That Rock Our Worlds
During doctoral programs, many scholars have experiences with texts that disrupt, that interrupt, that somehow open up unforeseen ways of being, thinking, feeling, and knowing. In this article, we provide short contributions from a wide swath of scholars who explore the many ways reading can change everything, electrifying us with possibilities of what might be thinkable now, and terrifying us because ideas and knowledge that we'd held dear all o…
Work/Think/Play in Qualitative and Postqualitative Inquiry
In this article, we introduce the special issue on work/think/play in qualitative and postqualitative inquiry. Our aim for the issue is to open up conversations about what does happen, what can happen, and/or what should happen in the name of qualitative and postqualitative inquiry. We hope that the issue raises methodological questions in qualitative and postqualitative inquiry about ways of being in the world as researchers-and most specificall…
Becoming Trustworthy in Ethically Engaged, Relational Feminist Inquiry
In this article, we explore trustworthiness as an emergent practice grounded in feminist, poststructural, and relational ethics-rather than a static set of post hoc criteria. Through our work with one middle school in the southern United States, we show how trustworthiness became something continually negotiated through everyday encounters marked by grief, uncertainty, and care. Rather than offering new criteria, we trace how we worked to become …
Sociology (9 works) · Epistemology (8 works) · Psychology (7 works) · Social science (7 works) · Computer Science (6 works) · Qualitative Research Methods and Ethics (6 works) · Qualitative research (5 works) · Participatory Visual Research Methods (4 works) · Pedagogy (4 works) · Philosophy (4 works)