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1.

This article presents a self-reflexive analysis of the situatedness of the author and her work - research and writing - as a woman of color in the academy. The author critically examines self-reflexivity in relation to her research by drawing on her lived experiences as academic Self-woman of color Other, first as an international doctoral student and now as a junior faculty member. Drawing on critical and feminist perspectives, she argues that such self-reflexivity allows for an openness which eliminates the apparent dichotomy of Self-Other and offers new spaces for re-presenting difference(s). In particular, she construes her writing as a self-renewing site of activism and resistance to Othering and her teaching as praxis and self-assessment. She concludes that cutting-edge research and writing, when rigorously self-reflexive, are beyond "cool" and "hip," allowing us to maintain integrity and agency as educators and researchers.  相似文献   

2.

Framing this essay as a preface to a return to the field in order to collect more data for her study of the older, white southern women of her hometown, this researcher uses Laurel Richardson's (1994) concept of ''writing as a method of inquiry'' in order to revisit some of the places in which she has already done field work. By employing Deleuze and Guattari's (1980 1987) image of the nomad deterritorializing space, she revisits some of those spaces- mental space, the space of the text, and the space of theory- in order to work out of the failure of her received understanding of fieldwork and to think differently about the spaces and places in which her research takes place.  相似文献   

3.
The author describes a project that illustrates the use of critical ethnography as a research methodology in religious education. The article focuses on a facet of critical ethnography known as autoethnography. Autoethnography refers to the researcher's use of portions of her own life story in an ethnographic project. It allows the researcher to interrogate her reasons for engaging in a specific field, in this case, female adolescent voice. In her research with adolescent females, the author weaves memories of her own adolescence, especially those memories of significant adult mentors who helped her come to voice. Through the use of such autobiographical narrative, the researcher acknowledges the situated nature of her observations and reveals the connections between herself and the topic under study. In keeping with significant work in the field of anthropology, the author argues that this turn toward autoethnography allows for research that engages scholarly passion, enabling the researcher to effect change.  相似文献   

4.

In this paper the author offers a reflective perspective of her experiences while conducting research in Cuba in 1995 and 1996, and upon her return to the United States, teaching Cuban culture and history in a public school. In particular, she discusses the challenges surrounding her positioning, location, and accountability as author, researcher, teacher, and comparative educator. She explores the interaction of cultural identities faced as a researcher from the United States and the ideologically charged ironies that teaching Cuban history and culture evoke in an American middle school. Moreover, she chronicles her shifting perceptions of cultural identity and interfacing with the opposing responses between suspicion and acceptance in both countries. While negotiating between these two cultures, the repositioning on the continuum of critical pedagogy offers insight into the problems inherent in these situations.  相似文献   

5.
Abstract

This article stems from reflective practice undertaken by the author. It represents an attempt to bring together some of the questions which occurred to her about the nature of community education when she worked as a practitioner in that field with more recent considerations about the ‘taken for granteds’ of her present professional practice as a facilitator of reflective practice for adult educators. Using metaphor and a model derived from Eastern philosophical traditions, the article suggests that the concept of spirituality may be a useful addition to the discourse about (community) education in general and reflective practice in particular.  相似文献   

6.
Abstract

This article considers two pivotal issues in school development: first, the epistemological foundations by which a curriculum area is generally held to be constructed, and how this knowledge base can be accepted or reconstructed by individual interpretation. Secondly, the paradigm, and therefore the methodology, by which change agents represent their understanding of curriculum areas to those participants of curriculum change. The article has an unusual structure, as it is written in two separate sections. The first section relates in a simple narrative style the actions the author undertook in her role as a coordinator for information technology, seeking change in classroom practice within a large primary school (ages 5–11 years) in a London suburb. It is told retrospectively, for the author then undertook a period of study and reflection which led her to reconsider both her understanding and the method by which she introduced change. Hence, the second section, written at the end of this period of reflection, enters the realm of ‘paradigm shift’ in that it examines the author's past rationale, her actions and the consequent results within her new epistemological and ontological understanding. Essentially, she deconstructs her actions and reconstructs them as ‘what-should-have-happened!‘ The implicit tenet is that her actions did not lead to the change she sought because she did not have clarity in understanding or direction, hence the article's title: ‘Achieving Clarity … The Difference Reflection Makes …’. The axiom of her revised understanding is that enduring and profound change cannot occur without the change agent having this clarity of understanding, which can achieve consistency between principle and practice with both rigour and credibility. At least, that's the first step, for innovation is never that simple; it's a long process.  相似文献   

7.

In this article, Ruth Trinidad Galvan describes her ethnographic study with rural women and their communities in Central Mexico, as well as her affiliation with a grassroots popular education organization. The organizing mechanism of the small savings groups and the women's work and participation in them inspired a reconceptualization of ''pedagogy'' situated in the multiple subject positions and conditions of campesinas. The reconceptualization of ''pedagogy,'' thus stems from a womanist perspective as it is based on the socio-cultural and economic conditions affecting campesinas, and situated in a complex web of interpersonal relationships of the everyday. Trinidad Galvan, then, describes the organic pedagogical forms of spirituality, well-being and convivencia as interrelated modes of teaching and learning, knowledge creation and identity production. Her work with campesinas and exploration of womanist pedagogies further expand US knowledge of immigrant peoples' values and experiences, as well as the ways they live, learn and teach each other in the everyday.  相似文献   

8.

Dotti researched how students in her tertiary dance class ascribed personal meaning to her use of different dance pedagogies. Jane was involved in the supervision of her thesis within the research process. However, what they discovered was a tension between researching and writing about artistic experiences within the confines and limitations of traditional academic scholarship. In this article each tells her story and shares how these tensions were or were not addressed. They then look at what a thesis is and what different forms of thesis presentation have been used. Finally, some suggestions are offered as to how both academic scholarship and artistic integrity might be maintained in a formal research process. The authors suggest that as an academic community there is a need to seek new ways of researching creative fields, such as dance, so that the academic process does not strangle the artistic endeavor.  相似文献   

9.

In this article Francisca E Gonzalez shifts the focus from a deficit view of cultural knowledge to an imaginary of the formation of identities and integrity braided with the law, policy, and social formations. In this way, cultural practices cultivate a unique worldview with implications for K-12 educational excellence and academic achievement. Gonzalez situates her research within the national discourse on educational reform so as to direct educational researchers', policy makers', and educators' thinking of young Mexicanas as pensadoras who interrogate the social order, and who give meaning to learning, knowing, and power. She describes a study intended to explore the development of womanhood among young Mexicanas beginning with an explanation of a theoretical lens, a looking prism of critical race feminisms and Latina critical theory interpretive frameworks. Then she explains the study's multimethodological approach of trenzas y mestizaje, the braiding of theory, qualitative research strategies, and a sociopolitical consciousness. The article then details young Mexicana meanings of gendered cultural socialization, educacion, and success as cultural epistemologies and pedagogies, what the young Mexicanas called haciendo que hacer. Gonzalez explains this as the teaching and learning of sociocultural foundations and the cultivation of academic achievement. In closing, Francisca elaborates on how a braiding of different ways of knowing, teaching, and learning brings cultural knowledge to the fore of discourses on human rights, social justice, and educational equity including the formulation of holistic educational policies and practices.  相似文献   

10.

This piece of scholarship was delivered as a key note address forthe Campus Ministers' Association Faith Seeking Understanding Lecture in March of 1999. The content of the lecture, as the title indicates, first shares an exploration of what Julie held critical in her life, faith, and profession and how she arrived at these understandings. Subsequently, it illustrates how Julie used her personal and professional experiences and her Christian faith to articulate the components of an epistemology - a loving epistemology - that drove her research, teaching, and service within the field of educational administration as well as her work in wider communities.  相似文献   

11.

In this paper, we focus on the 'problem' of student writing in higher education. We set out to explore this problem from two perspectives: first, from the perspective of 'non-traditional' student-writers as they attempt to engage in academic writing and, second, from the perspective of a cultural-historical tradition of scientific rationality. A common frame of reference for these perspectives we see as a 'discourse of transparency', whereby language is treated as ideally transparent and autonomous. We illustrate how this discourse of transparency is currently enacted and historically situated. We argue that current academic practices need to be located within a broader historical and epistemological framework both in order to reach a deeper understanding about what's involved in student writing and in order to inform meaningful pedagogies.  相似文献   

12.

In this article a case is made both for the utility of deconstructive questions and also for the danger of taking such questions as a sole or overriding methodological agenda in education. The discussion is mounted by attention to grounded contexts and dilemmas rather than by a commitment to abstract concerns about ''power'' or ''Other'' or ''polyphony of voices.'' The framing dilemma is how one might construct a research methodology course that is not based on positivism, relativism, or a reification of current theory as an enduring answer for students. The article takes two substantive fields of inquiry in education- (1) inequality and access in education and (2) gender and education- to argue that following through some substantive issues for educational research can provide ways of thinking about the relative merits, power, pertinence, and relationships among quantitative, qualitative, and deconstructive agendas. Finally, the article outlines a research methodology course constructed by the author to attempt to put into practical form the assumptionsabout education and research methodology that are argued in this article.  相似文献   

13.
ABSTRACT

Action research is a methodology that has been increasing in educational studies in recent years. Previous studies have revealed that action research affects practitioners more than traditional methods, since the practitioners are not only participants but also researchers themselves. One branch of action research is collaborative action research (CAR), whereby practitioners and the researcher collaborate through the action research process. This study builds on material from CAR in one Icelandic preschool that lasted over 24 months. The focus of this article is on the role of the researcher in the action research project and how it was constructed through the process. The research material consists of the researcher’s self-narratives, practitioners’ diaries, interviews, and recordings from meetings. The findings show that the researcher’s role was constructed in a so-called third space where the researcher and practitioners collaborated. The researcher went through an emotional landscape while constructing her role and her position was something in between an insider and an outsider. Finally, she faced different kinds of tension concerning her role as a researcher in the CAR. The study contributes to the limited number of studies on the researcher’s role in CAR and how it is constructed during the process.  相似文献   

14.
ABSTRACT

This article examines and analyses the authentic experiences of a doctoral student, Kate, in the period just prior to Confirmation, an academic milestone in the Australian doctoral education context. The article uses qualitative phenomenological inquiry as the methodology and employs ideas drawn from the writings of hermeneutical phenomenologist, Paul Ricoeur, especially his notions of narrative, self, time, and human agency. These ideas are utilised in order to ‘get inside’ the constructions of self, the strategies of learning and adaptation, and the experiences of being a doctoral candidate within the milieu of an Australian university education faculty. The writers argue that such a close and personal examination of experience and a hermeneutical approach to analysis is important for a deep understanding about how Kate negotiated her way through the hurdles of early candidature and adapted her life and identities towards success. Particular focus is given to Kate’s experiences of transition and change and the formation of her academic identity that emerged out of these experiences, which led to successful negotiation of this early period of candidature. The research findings reported in this article suggest that Kate’s deep reflexivity, enjoyment of her research and sense of her own well-being as a doctoral student are significant for her perseverance through difficult milestones and ultimately her successful completion of her PhD.  相似文献   

15.
ABSTRACT

This study appropriates the notion of deterritorialization, a process that determines the nature of an assemblage introduced by Deleuze and Guattari, to refer to Al-Ghazali's conceptualization of scholarship and methodology as the antithesis of the pursuit of a fixed area of research. His response to the deterritorialization of knowledge identifies an interdisciplinary approach, always in flight, which ultimately enunciates ‘rihlah’, a sojourn. It negates the notion of research as stasis and recovers its semantic origin of movement and process. The article examines intercultural practices that challenge the institutionalization of knowledge. How can Al-Ghazali's response to scepticism, knowledge, and authority inform practices in higher education today? Not only does this study aim to connect intercultural philosophical discourses to modern debates about academic expertise and the dissemination of knowledge, it equally seeks cultural and intellectual reconciliation, which is crucial today in a world that is becoming largely xenophobic, and entrapped in ethnocentric academic practices.  相似文献   

16.

The paper investigates my positionality as a Pakistani Muslim researcher, affiliated with a U.S. institution, conducting ethnographic research with Pakistani Muslim immigrants in California. Three vignettes reconstructed from field-notes and a reflective journal illustrate the tensions and contradictions informing the research process. The first vignette details my shifting subjectivities in relation to a segment of the Muslim community in Northern California. Although my perceived disempowerment of Muslims motivated my research, my failure to subscribe to the Muslim Student Association's version of Islam cost me their disapproval. The second vignette highlights my relationship with one particular research participant. Although I shared the same ethnic background as this participant, my inability to conceive of her empowerment in terms other than those of Western feminism led to tragedy. The last vignette focuses on my interaction with the ethnographic data at my desk and becomes an analysis of the forces in my life that feed into my research.  相似文献   

17.
Research on gender provides a framework for understanding what it means to be a woman working within the community college; however, the voice of experience helps to add meaning to what it means to live as a woman leader of color within these institutions. Dr. Green provides a reflection on her career leading up to her presidency, and she outlines key areas of consideration to support women's advancement within the college system.  相似文献   

18.

A model intended to explain students' decisions to withdraw from their degree courses in the Business Studies Department of a 'new' university was developed and tested. It emerged that financial hardship exerted a powerful influence on the stay/quit decision and significantly moderated the impacts on the decision to leave of: (i) academic performance, and (ii) the student's level of commitment to his/her programme. Individual self-esteem played a crucial role in encouraging or discouraging withdrawal when a person experienced low grades or substantial financial problems. The determinants of academic performance, student motivation, satisfaction and commitment were explored.  相似文献   

19.

The paper explores poststructural figures of identity via a reading of a collection of texts by and about a Victorian maidservant, Hannah Cullwick. Drawing on Donna Haraway's figure of the trickster or shape changer and on the theorizing of the ''subaltern'' subject in postcolonial writing, the paper challenges readings of Hannah and her life that offer her up as an exemplary figure of suffering or heroic womanhood. Instead, it is proposed that Hannah can be seen as an ambivalent and transgressive figure of difference and in - between - ness . The paper gestures towards some implications for the handling of first-person narratives in qualitative research. The ''Hannah Cullwick'' texts include her diaries and those of her secret lover and, later, husband, an eminent barrister, together with the commentaries of their respective editors. Reference is also made to a photographic essay and to contemporary scholarly works about Hannah and her life.  相似文献   

20.
Abstract

In response to the events of the 2018 Annual Meeting of the Religious Education Association, the author reflects on white racial ignorance as the inability to read racialized situations with nuance and to respond appropriately, naming three particular practices of academic conferencing in which her own actions potentially contribute to perpetuating white supremacy. The desire to be professional, to control how one's own actions are perceived, and to be above reproach are named as barriers to disrupting white supremacy, while willingness to be accountable and to continue showing up to do the work are encouraged.  相似文献   

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