Areas of Expertise
- Early childhood literacy specifically related to critical inquiry and multimodal literacies
- Innovative qualitative methodologies and methods drawing on narrative, poststructural, posthumanist, and critical perspectives
Candace R. Kuby, PhD is the Director of Qualitative Inquiry and an associate professor of Learning, Teaching, and Curriculum at the University of Missouri. She received her PhD in Literacy, Culture, and Language Education from Indiana University. Candace previously taught primary grades in public U.S. schools and preschoolers in Japan. Her research interests are twofold: 1) the ethico-onto-epistemologies of literacy desiring(s) when young children work with materials to create multimodal, digital, and hybrid texts and 2) approaches to qualitative inquiry drawing upon poststructural and posthumanist theories and the teaching of qualitative inquiry.
Candace is the co-editor of Posthumanism and Literacy Education: Knowing/Becoming/Doing Literacies (2019, Routledge); co-author of Go Be a Writer!: Expanding the Curricular Boundaries of Literacy Learning (2016, Teachers College Press); author of Critical Literacy in the Early Childhood Classroom: Unpacking Histories, Unlearning Privilege (2013, Teachers College Press); and co-editor of Disrupting Qualitative Inquiry: Possibilities and Tensions in Educational Research (2014, Peter Lang). Journals in which her scholarship appears include Qualitative Inquiry; International Journal of Qualitative Studies in Education; Journal of Early Childhood Literacy; Education, Citizenship, and Social Justice; Language Arts; Talking Points; and Young Children. Candace chairs the faculty committee that oversees Mizzou Ed’s graduate Certificate in Qualitative Research. Candace teaches courses on early childhood literacies and qualitative inquiry.