She received her PhD in literacy, culture, and language education from Indiana University. Her scholarship focuses on: (1) critical, inventive, hybrid, and multimodal literacies and (2) innovative qualitative research methodologies. Candace is the author of Critical Literacy in the Early Childhood Classroom: Unpacking Histories, Unlearning Privilege (2013, Teachers College Press) and coeditor 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; Education, Citizenship, and Social Justice; and Young Children. Candace teaches courses on early childhood literacy and qualitative inquiry.