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In a climate of increased accountability, standardization, federal control, and politicization of education research and scholarship, this article briefly reviews various positions outlined by qualitative researchers about quality in qualitative inquiry, showing how these are implicated in the acquisition, conceptualization, and use of qualitative evidence. It concludes by identifying issues in and challenges to setting standards of evidence for qualitative researchers in education.

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Feminists in education increasingly use poststructuralism to trouble both discursive and material structures that limit the ways we think about our work. This overview of poststructural feminism presents several key philosophical concepts -language ; discourse; rationality ; power, resistance, and freedom; knowledge and truth; and the subject -as they are typically understood in humanism and then as they have been reinscribed in poststructuralism, paying special attention to how they have been used in education.

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