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Elvira J. Abrica 《Community College Journal of Research & Practice》2013,37(12):880-890
ABSTRACTIn this paper, I argue that researcher reflexivity, a common qualitative practice, is a specific tool that institutional research professionals endeavoring to conduct qualitative research studies involving Students of Color can use to unpack issues of power and privilege that exist between the researcher and the researched. This may be particularly useful among institutional researchers working within community colleges that serve a disproportionate number of racially minoritized populations and other vulnerable student groups. I offer a reflexive account of various experiences related to race, gender, and social class that I encountered in a qualitative research study of Black and Latino males I conducted as an institutional researcher. The purpose of this reflexive account from the field is to support the argument for more qualitative approaches to institutional research, while also advancing the argument that critical qualitative research be leveraged with the explicit purpose of advancing racial equity from the context of IR not traditionally associated with equity, advocacy, and qualitative inquiry involving race. 相似文献
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Sana Rizvi 《International Journal of Research & Method in Education》2019,42(1):46-58
This paper explores the contradictions of ‘doing’ feminist research, and how the materiality of engaging in fieldwork magnifies the gap between ‘ideal’ versus ‘actual’ feminist ways of conducting research. Drawing on my Doctoral research with British-Pakistani mothers of children with SEND, I explore the ethical and methodological challenges of engaging with feminist methodology and how this contributes value to the research process when working with marginalized groups. I examine three principles of undertaking feminist methodology; firstly, the ethical challenges arising from conducting unstructured interviews in a non-therapeutic context with vulnerable participants. Secondly, I explore how feminist researchers can positively contribute to making a practical difference in the lives of the women they research with, thereby going beyond how feminist values of reciprocity and responsibility towards participants have traditionally been implemented in the field. Finally, I consider utilizing theoretical frameworks which help analyse data to reveal sites for social change. This paper concludes by noting that traditional feminist methods may not always be more ethical, and that as feminist researchers we must be willing to adopt a holistic view of feminist values, where the vulnerabilities of the researcher and participants are both respected and where methodology is adjusted accordingly. 相似文献
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AbstractSexuality education as pedagogy is often fraught by the perceived requirement to balance the informational needs of young people with an investment in notions of childhood ‘innocence’. Nowhere is this perhaps more evident than in sexuality education that seeks to be inclusive of transgender young people, often resulting in the failure of such education to address the needs of such students. In an attempt at addressing the relative dearth of information about what transgender young people would like to see covered in sexuality education, in this paper we explore transgender young people’s accounts of intimacy and sexual health and consider what this means for school-based sexuality education. To do this, we analyse discussions of intimacy from the perspectives of transgender young people as narrated in a sample of YouTube videos. We conclude by advocating for an approach to sexuality education that largely eschews the gendering of body parts and gametes, and which instead focuses on function, so as to not only address the needs of transgender young people (who may find normative discussions of genitals distressing), but to also provide cisgender young people with a more inclusive understanding of their own and other people’s bodies and desires. 相似文献
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This paper argues for, and demonstrates the effectiveness of, including young children in commenting on and improving their learning environments. It reports the experiences gathered from of 16 setting‐based, small‐scale, practitioner‐led projects. Taking a view of citizenship as ‘participation’ the paper shows how practitioner‐research can support the evolution of inclusive environments for all children. Following a critical review of the literature on citizenship, young children, and ‘inclusion’ the paper considers the usefulness of the participant methodology of practitioner action research and the concept of ‘voice’ in educational research and report. Examples of practitioner‐research projects involving children aged three to six years identify and illustrate key themes from the data. Thus, they demonstrate: (1) the range of factors which excited or worried the children; and (2) the ways in which children’s concerns and ideas were listened to and action for change was developed. The children’s ideas and extracts from their comments are included alongside the practitioners’ responses in the cases which are discussed. Four main points are considered in conclusion: (1) children’s views can contribute to the development of inclusive practices; (2) children’s voices are central to studies of their perspectives and the methodological challenges of listening to children’s voices in research must be addressed; (3) identity and self esteem are key to the successful promotion of young children’s positive sense of inclusivity and belonging in their early years settings; and (4) supported practitioner‐research can enhance inclusive early years practices. The paper argues that including children in the identification and exploration of issues important to them promotes a positive sense of inclusivity and that such approaches to developing pedagogies of citizenship and belonging constitute a practical enacting of ‘voice’. 相似文献
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Candice Satchwell 《Literacy》2019,53(2):77-85
How an author communicates with a reader is a central consideration in the critical examination of any text. When considering the communication of ideas from young people whose voices are seldom heard, the journey from author to audience has particular significance. The construction of children and young people as ‘authors’ is important, especially for those with learning difficulties or who struggle to comply with the current emphasis on spelling, punctuation and grammar. This article relates to a UK Research Council‐funded 3‐year collaborative research project involving the co‐creation of fictional stories with young people with disabilities to represent aspects of their lives. Drawing on frameworks from narratology, I analyse the co‐creation of one of the stories and present an interpretation and elaboration of the discourse structure of narrative fiction to illustrate the complexities of the relationship between the multifaceted ‘author’ and community ‘reader’ of these stories. The combination of qualitative research and fictional prose has particular characteristics and implications for the dissemination and communication of research findings. An extension of feminist critique of Barthes' claim for the death of the author provides new insights for engaging children in writing with their own voice. 相似文献
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Iram Siraj‐Blatghford 《British Journal of Sociology of Education》1995,16(2):205-220
This paper is presented in two parts. The first part explores the methodological and epistemological implications of working as a black, female researcher studying issues of social justice and equality in a faculty of education. It is argued that many of those researching social issues and motivated by the desire to facilitate change are faced with an apparent contradiction between a commitment to producing objective, value free research and their commitment to equality and justice. This apparent contradiction haunts them in their negotiations with gate keepers, research funders, employers, the academic community and with policy makers and other practitioners. It is argued that the contradiction is indeed only apparent and that it is based on mistaken notions of ‘objectivity’ and ‘universal values’. I argue that as ‘committed’ researchers we need to move beyond such false contradictions while at the same time accepting a dual role, of empowerment and critical engagement. In part two of the paper, it is suggested that a radical humanist, critical and reflexive form of action research, one that is informed by a concern for social justice and emancipation, may be constructed that is grounded on Habermas's conception of a ‘pathology of communication’. Such research would be directed at the dominant mode of academic and educational production itself. The Gramscian conception of the ‘organic intellectual’ is invoked in elaborating a research model that might go beyond the kind of ‘simultaneous‐integrated’ action research that has been described by researchers such as Alison Kelly while being radically distanced from work being carried out under the rubric of ‘teacher as researcher’ or other possibly technicist and managerial action‐research models. 相似文献
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《Ethnography and Education》2013,8(3):373-386
Ethnography is a prominent research methodology in the recent times. It is popular not only in the field of Anthropology but also in many other social sciences. My doctorate thesis was also conducted through an ethnographic study examining the ways in which young Muslims of Indonesian background living in Australia construct their identity. In this article, however, I would present a small part of the thesis, in which the methodology will be examined thoroughly. I scrutinise complexities in conducting my ethnographic study and their solutions. In this article, I raise a debate on my research positioning and describe rigorous data interpretation. I also triangulate methods of data collections as a way to improve research quality. In the article, I justify that reflexivity is a strategy to minimise research subjectivities. The challenges and advantages of being a ‘halfie’ researcher will be also explored in this article. 相似文献
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Sue Snelgrove 《International Journal of Inclusive Education》2013,17(3):313-329
A critical question for me as a teacher/researcher in the field of inclusive education is how to reposition children with moderate and severe intellectual disabilities as participants rather than subjects in the debate. In this paper, I develop a methodology of inclusion that comprises an ethics of consent and a pedagogy for research participation that is an opportunity not only to teach, but also to create a new discursive space for six children to speak. The discussion explores a range of methodological and interpretive strategies for including children with significant intellectual disabilities in research: issues of informed consent, the negotiation of power relations and the ways in which this innovative pedagogy can be empowering beyond the research situation. The use of this methodology has provocative implications concerning what might be learned about forging a link between the struggle for change and educational policy/practice if other researchers worked towards creating spaces for these most marginalized children to speak.
Inclusive education is about responding to diversity; it is about listening to unfamiliar voices, being open, empowering members and about celebrating ‘difference’ in dignified ways. 相似文献
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ABSTRACTThis paper tells a story about the design, development and impact of a post-graduate Masters-level module aimed at (1) enabling groups of teachers within schools to develop innovative approaches to teaching and learning on the basis of their own Lesson Studies and (2) creating a school network of excellence for Lesson Study in the area as a context for building a cumulative evidence-base, which focuses on identifying and resolving enduring problems of teaching and learning in schools.The first part of the paper outlines the curriculum for the module and sets the innovative conceptual framework that underpins its design . This framework is innovative because it connects and unifies a number of distinct pedagogical perspectives. It links the methodology of Japanese Lesson Study with Stenhouse’s idea of ‘the teacher as a researcher’ and his ‘process model’ of curriculum development as an alternative to the globally dominant ‘objectives model’. Then in turn, the framework incorporates Marton and Booth’s pedagogical theory of ‘variation’.The paper argues that linking and fusing Lesson Study methodology with this wider context of pedagogical ideas unambiguously renders teacher research as learning study. 相似文献
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ABSTRACTThis paper draws upon learning from three action research projects conducted as part of a Europe-wide project exploring young people’s social and political participation. Challenging dominant discourses about what ‘counts’ as participation and what does not, the paper explores how, through the action research projects, young people engaged in knowledge democracy in ‘new democratic arenas’. Building upon experiential knowing and creating knowledge and learning through practice, the young people explored their own democratic knowledge production, communication and engagement within a context of shifting discourses of participation, democratic engagement and active citizenship. The increasing preference of young people for more informal forms of participation as lived practice reflects a shift to young people constructing their own modes of participation and ‘remaking democracy’ in their own vision and according to their own needs. By working outside of the confines of normative assumptions of democratic practice and participation, young people exercised their own ‘political’ agency in response to their own priorities, interests and concerns and, in doing so, illustrated that new forms, understandings and practices of knowledge democracy can emerge that reflect the promise of inclusive democratic societies more meaningfully. 相似文献
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Emotions and reflexivity in feminised education action research 总被引：1，自引：1，他引：0
Erica Burman 《Educational Action Research》2013,21(3):315-332
The paper addresses contemporary relations between emotions, gender and feminist action research. Starting from analysis of the increasing emotionalisation of everyday life, it explores the quasi‐feminist—or what the author calls ‘feminised’—forms of incitement to reflexive confession that are increasingly gaining favour within professional and higher educational contexts and draws on literatures and sets of debates that inform education action research, including: childhood and governmentality; feminist research; and international development critiques. The author proposes that reflexivity as an educational and research practice has come to stand in for, and thereby limits, the contemporary focus on ‘participation’ to reduce its radical collaborative and action agenda and instead incite researchers to work on ourselves, and only on ourselves. The paper warns against underestimating the speed and flexibility by which neo‐liberalism absorbs and co‐opts creative strategies—such as reflexivity—for its subversion, and returns them to old‐style individualism. 相似文献
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《Journal of Education & Work》2012,25(2):27-49
Abstract This paper attempts to throw some light on issues which are currently of major concern both to governments and individuals. Specifically it focuses on the transition process from school to work and unemployment. A selective review of recent major researches in this area indicates the complex interplay between life circumstances, employment and unemployment as they influence the ‘career’ development of young people. The notions of lifestyle, employment and labour markets are examined for their conceptual usefulness and are found to be wanting. The paper begins with a definitional note on lifestyles and this is followed by a review of two recent qualitative and quantitative studies which have focussed on the employment‐related circumstances of young people. Such studies are utilised to clarify some of the processes which may be subsumed under the heading of occupational socialisation and, hence, point up the ambiguities in such received notions as employment, unemployment and the labour market. By way of conclusion a preliminary analysis of data reflecting the perceptions of school leavers provides further conceptual clarification of the concepts in question by identifying six components of ‘lifestyle’ labelled, moral cynicism, work ethic, independent action, occupational passivity, financial management and survival optimism. 相似文献
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《Australian Journal of Learning Difficulties》2013,18(1):3-15
Abstract This study compares the views of primary teachers from South Australia and New South Wales on selected aspects of inclusive education. The questionnaire administered in the study probed the following issues: (i) the numbers and types of students with special needs in inclusive classes; (ii) any benefits that had occurred as a result of including children with disabilities in mainstream classes; (iii) the types of disability or , ‘special educational need’ most difficult to cater for in the regular classroom; (iv) the teachers’ level of satisfaction with the personal and material support available within their schools; and (v) the amount of special education training each teacher received during their pre‐service and in‐service experience. The questionnaire was sent to a representative sample of schools listed in the Disadvantaged Schools and Country Areas Programs in both states. Seventy‐seven (77) responses were received and analysed, comprising forty‐one (41) from teachers in South Australia and thirty‐six (36) from teachers in New South Wales. The overall patterns of responses from teachers in NSW and South Australia were similar. Major findings indicate that approximately one third of teachers in both South Australia and New South Wales report definite benefits associated with having students with disabilities enrolled in their classrooms. However, teachers in both states also report that the major difficulties they encounter are ‘lack of time’, combined with difficulty balancing the demands of all students. Specific obstacles to implementing inclusive practice included class size, lack of appropriate teaching resources, behaviour problems exhibited by some students (resulting in a need for constant behaviour management), and lack of appropriate professional training in inclusive methods. The article discusses these and other factors reported by the teachers. This investigation adds usefully to Australian research into problems and practices associated with inclusion. Peter Westwood is an Associate Professor in the Department of Education, University of Hong Kong, where he teaches and researches in the field of special education. For twenty‐five years he was a teacher, lecturer and researcher in Australia. He is author of the recent books Commonsense methods for children with special needs (published by Routledge), Spelling: approaches to teaching and assessment, and Numeracy and learning difficulties (both published by Australian Council for Educational Research). Lorraine Graham is senior lecturer in Special Education at the University of New England. After some years as a primary teacher in Queensland, she completed her Masters and Ph.D. at Simon Fraser University in Vancouver, British Columbia. Lorraine is particularly interested in ways to foster the literacy skills of students with learning difficulties. Her current projects focus on cognitive strategy instruction, inclusive education and automatkity in basic academic skills. 相似文献
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Marcia McKenzie 《Environmental Education Research》2005,11(4):401-412
Described as ‘postexperimental’ and of the ‘post‐post period,’ the current moment in social science research is typified by multivoiced texts, researcher reflexivity, cultural criticism, and experimental works; characteristics in keeping with poststructurally informed understandings of social science research as contingent, evolving and messy. However, many researchers concerned with environmental education continue within positivistic or postpositivistic traditions, relying on understandings of reality as something that is out there to be discovered or approximated. This article explores the methodological considerations of post‐informed research, seeking to contribute to discussions of how environmental education research might better take issues of representation, legitimation, and politics into account. 相似文献
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Cath Gristy 《International Journal of Research & Method in Education》2015,38(4):371-387
In this paper, I respond to the call to articulate experiences of the messy realities of participatory research. I reflect on my engagement and struggle with the realities and ethics of a piece of case study research, which set out with a participatory approach. The project involved a group of young people from an isolated rural community who appeared to be disconnecting from their secondary school. The research set out to develop understanding of the ways in which young people make connections (or not) in and with school, in order to further understanding of how schools might become more inclusive. A series of reflections on moments during the early stages of the research led to a significant shift in the methodological approach. The approach of this project eventually moved away from participatory research to an approach informed by Foucault's ‘ethical project’. Here, the focus is on the subjection and practices of the researcher. I argue that, on reflection, the ‘ethical project’ framework was more appropriate for this kind of research, where the complexities of participatory research were reducing the transparency of complex power structures. 相似文献
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Kathie M. Webb 《Teachers and Teaching》2013,19(2):299-313
Abstract This paper concerns recognition of the authority of teachers’ personal practical knowledge. An Australian teacher reports on her three‐and‐a‐half‐year collaborative study with a Canadian junior high school teacher. The research follows a line of research on teacher knowledge (Elbaz, 1983; Clandinin, 1986; Connelly & Clandinin, 1988; Clandinin & Connelly, 1995) informed by Dewey's (1938) philosophy of education based on experience. Narrative inquiry (Connelly & Clandinin, 1990) is the methodology guiding the study. A summary of five papers on teacher knowledge emerging from the study is presented. These papers show how the research knowledge is constructed as the researcher and collaborating teacher examine their narratives of experience as a means to articulating their understandings of curriculum and teacher knowledge. This dissertation research argues for recognition of teachers’ personal practical knowledge as knowledge and for recognition of collaborative research as educative for teachers. The implications of this research concern teachers authoring their development and the ways in which teachers’ knowledge is systemically denied. 相似文献
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ABSTRACTThis study examines the responses of pre-service teachers (PSTs) to the young adult novel All American Boys in light of their viewing the 2016 documentary 13th. In this paper, I use anti-racist English education scholarship to discuss how these two texts helped PSTs ‘refuse to start with secondly.’ I examine how Adichie’s concept of ‘refusing secondly’ within readings of literature both affords and constrains the anti-racist possibilities of literature teacher preparation courses. Using qualitative methodologies, I analysed student reflections, recorded class discussions, and co-constructed class documents. Students connected the historical and the contemporary in considerations of race and racism. They also implicated societal institutions before situating themselves within the continuing legacies of race and racism. These findings demonstrate the ways that ‘refusing secondly’ may offer space for PSTs and teacher educators to use literature to navigate the continuous and indeterminate process of becoming more anti-racist. 相似文献
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《Ethnography and Education》2013,8(3):323-337
The feminist post-structuralist emphasis on social location has yielded crucial insights within debates about power and reflexivity in educational research; however, spatial location is also at play in the formation of educational ethnographies. Reflecting upon various aspects of a research project with rural students in Ontario, Canada, this paper explores three key elements of what I call the geography of ethnography. These include: (1) the spatial politics involved in constructing a research ‘site’; (2) the shifting location of the ethnographer in research practice; and (3) the liminal space of the focus group. Anchored in specific interactions in ‘the field,’ the paper demonstrates how integrating insights from cultural geography and feminist post-structuralism can yield new ethnographic understandings. I argue that educational ethnographers need to better account for the geography of ethnography in order to attend to the power-laden sphere of ethnographic research. 相似文献