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Politicising action research through queer theory 总被引：2，自引：2，他引：0
Gloria Filax 《Educational Action Research》2013,21(1):139-145
Queer theory and action research together offer possibilities for exposing the deep injustice of both homophobia and heterosexism. Underpinning identity categories of sexuality and gender, these forms of social injustice lurk in schools, families, religions, communities, and nation‐states. For educators and educational researchers, addressing homophobia and heterosexism in schools and other educational institutions may be enabled through action research that takes up the premises of queer theory. The inquiry part of queer theory and research is interested in how gender, sex, desire, and sexuality organise all human behaviour. Action research can materialise the radical potential of queer theory through research projects that provide opportunities for homophobic and heterosexist teachers, students, administrators, counsellors, parents, and even researchers towards asking questions about how they identify self and other and how this in turn is implicated in a social hierarchy that devalues those whose sexual practices are different from the norm. 相似文献
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Queer theory,as a field of post-structuralist critical theory that emerged in the early 1990s out of the fields of queer studies and Women’ s studies,is now receiving more and more academic attentions.This paper gives an introduction to its definition,theorists,basic premises as well as its literary applications,aiming to shed some light on this seemingly "queer" theory. 相似文献
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桑潇潇 《晋城职业技术学院学报》2011,4(5):79-80,90
20世纪80年代晚期至90年代初期,酷儿理论作为继女性主义之后一种新兴文化社会理论在欧美思想界极为盛行。queer是性别文化研究的关键词,也是女性主义文学批评研究的重要关键词之一,对关键词的翻译在中国文化史上有着重要意义,对关键词queer的译介经历了文化碰撞和文化对话。 相似文献
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《International Journal of Research & Method in Education》2013,36(3):252-267
A key step in the development of skills to conduct independent research is the ability to develop topics of interest into research studies that examine problems of significance in a field of study. This qualitative interview study conducted in the USA examined how seven novice qualitative researchers who had taken course work in qualitative research methods selected topics for research and developed these into studies for dissertation research. Findings identify processes contributing to novice researchers' abilities to conceptualize their topics as significant. These processes include recognizing the need to integrate their interests in existing disciplinary fields, learning that occurred through the practice of fieldwork, applying guidance from advisors and committee members, and developing a deeper understanding of the relationship of their studies to existing research. The paper suggests points of tension for new scholars in the development of research topics, exploring how doctoral supervisors and instructors might assist students in learning how to design and conduct qualitative studies for doctoral research. 相似文献
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Mixed methods research has the potential to advance theory and enhance the usefulness of research findings. However, the success of a mixed methods research inquiry is tied to how well researchers integrate the quantitative and qualitative strands, and to how well researchers address the standards for quality in quantitative, qualitative, and mixed methods. In this introduction article, we define mixed methods research and discuss what mixed methods research can offer to the field of educational psychology. Then we consider what constitutes integration and rigor in mixed methods research and describe three core mixed methods research designs. Following this overview, we briefly introduce each article to this special issue, along with the commentary by Vicki Plano Clark. We also discuss how the use of mixed methods can help address common educational problems including: (a) identifying and exploring socially-situated and contextualized learning processes; (b) providing insights into differences across individuals with respect to educational outcomes; and, (c) building instruments that reflect the experiences of individuals who will be assessed by these instruments. Finally, we close with thoughts on the future of mixed methods research. 相似文献
6.
Weijian Wang 《International journal of qualitative studies in education》2019,32(7):947-961
This article uses a queer lens in an intersectional analysis of students’ schooling experiences in rural China. I argue that a queer perspective has been largely neglected and issues related to sexuality have not been carefully investigated in Chinese educational contexts. Drawing on queer theory and an intersectional framework, I re-interpret one of my earlier qualitative studies ‘queerly’ and examine the different ways that the discourses of sexuality and gender shape rural Chinese students’ schooling lives. Findings reveal that these discourses marginalize both effeminate boys who demonstrate ‘too little’ masculinity and male ‘troublemakers’ who perform ‘too much’ masculinity. This queer route of rereading also disrupts other constructions of normalcy associated with class- and place-based identities, such as students’ ‘half-rural identity.’ The analysis shows the importance of foregrounding the intersectional dimensions of inequalities and embracing a queer theoretical framework in understanding rural education in China. 相似文献
7.
James Burford 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):473-484
This article proposes that a queer reading of failure might offer opportunities to re-think the affective-political practice of doctoral writing. It examines data from one case in Aotearoa New Zealand to illustrate how a doctoral student negotiates ‘failure’ in relation to their writing practice and identity. While higher education researchers have tended to interpret failure as something to avoid, or learn from in the pursuit of normative success, queer research offers us new pathways into analysis. In this article, I argue that we can recognize ‘writing failures’ as possible modes of being and becoming doctoral. Despite being frequently associated with affective practices of guilt, shame, and disappointment, failure might also open onto alternative feelings such as relief, joy, and satisfaction. Ultimately, the article contends that queer concepts might assist higher education researchers to interrogate normative framings of failure, and to glimpse alternative possibilities for understanding ‘success’. 相似文献
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Christina Gowlett 《Educational Philosophy and Theory》2015,47(2):159-172
AbstractThis article takes the role of provocateur to ‘queer(y)’ the rules of intelligibility surrounding new schooling accountabilities. Butler’s work is seldom used outside the arena of gender and sexualities research. A ‘queer(y)ing’ methodology is subsequently applied in a context very different to where it is frequently associated. Empirical data from a case study secondary school in Australia are used to contextualise the use of queer theory in thinking differently about new schooling accountabilities and how they can unfold in ways that are unforeseen and unexpected. By applying Butlerian theory in a manner very different to what is commonly expected, the author also destabilises the use of queer theory as well. 相似文献
11.
Susan Talburt 《International journal of qualitative studies in education》2013,26(5):525-539
This article questions the logic of ethnographic inquiry that seeks to make gay and lesbian subjects seen and heard. I consider poststructural and queer challenges to ethnography's project of representing subjects, experiences, and voices to suggest that inquiry into gay and lesbian subjects analyze practices as they are constituted in social and institutional locations. Queer theorists' explorations of the "open secret" and the "epistemology of the closet," characterized by circulations of knowledge and ignorance, point to a need to place the contours of (un)knowing at the center of inquiry. I turn to participants' readings of Introduction to Christianity, taught by a lesbian faculty member, to theorize the effects of religious and sexual open secrets in constituting her pedagogy. Based on the intangible circulations of knowledge and ignorance in and around her teaching, I posit possibilities for ethnography that engage with queer theory to understand the construction and effects of practices. 相似文献
12.
Wendy Luttrell 《International Journal of Research & Method in Education》2013,36(2):183-185
This paper is about teaching and learning across the so‐called quantitative–qualitative divide in light of current debates in the US about the definition and quality of educational research. It draws on the author’s research and teaching experiences, her role in the redesign of qualitative methods coursework and participation in a school‐wide effort to improve doctoral training at Harvard Graduate School of Education. The paper explores institutional, cultural and psychological reasons for why the quantitative–qualitative divide persists, including researchers’ own anxieties. It is argued that epistemological tensions in educational research should be sustained and embraced rather than resolved in favor of one side over the other, as is too often the case. The author identifies how qualitative research departs from the quantitative model, placing distinct demands upon students who are learning the craft, and offers suggestions for what might help the process. 相似文献
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《理论付诸实践》2012,51(2):129-136
Practitioner–researchers are well-positioned to apply qualitative methods to the study of significant problems of educational practice. However, while learning the skills of qualitative inquiry, practitioners may be compelled by forces outside of qualitative research classrooms to think quantitatively. In this article, the author considers two sources of pressure on novice education researchers that may hinder their development as qualitative researchers. Drawing on the long-established tradition of reflexivity in qualitative inquiry, the author outlines an instructional approach that can guide students in examining and responding to these pressures. 相似文献
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Catherine A. Lugg Jason P. Murphy 《International journal of qualitative studies in education》2014,27(9):1183-1204
This paper discusses employing queer theory (QT) and queer legal theory (QLT) for critical policy analysis as applied to education. In doing so, the authors will highlight how both QT and QLT can empower analyses to look beyond the identity politics of a particular time period or space and toward potential reforms in curriculum, pedagogy, and institutional supports for students, teachers, and staff. A central point is that understanding the institutional and cultural practices that frame orientation, class, race, and sex/gender can lead to policy changes that benefit all students, teachers, and staff. The paper concludes with a discussion of venues in need of both QT and QLT-informed research. 相似文献
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在教育领域，研究根据实证和诠释范式发展出两大研究取向：量化研究与质化研究。根据量化研究与质化研究的理念、内涵及其特点，可以把两看成是研究取向上的差异，不是截然分开的，而是相互依存、相互渗透、相互补充的。要建立科学的教育研究就应该尽可能将两种研究方法结合起来，用这两种研究方法开展对远程及成人教育研究，不但可使教学人员在专业上有所发展，也可协助改进学校教学质量，为远程教育提供依据。 相似文献
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Mirka Koro-Ljungberg 《Teachers and Teaching》2013,19(6):764-782
System-based and collaborative teacher inquiry has unexplored potential that can impact educational policy in numerous ways. This impact can be increased when teacher inquiry builds momentum from classrooms and teaching practices and simultaneously addresses district, state, and national discourses and networks. In this conceptual paper, I encourage scholars and practitioners to consider ways to methodologically, theoretically, and collectively strengthen teacher research and inquiry to increase its impact on policy. I propose a methodological framework for policy-oriented teacher inquiry that highlights multilayered research approaches and collaborative inquiry. I situate my arguments and the proposed framework in the context of qualitative research and Marx’s dialectic method. 相似文献
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Amy J. Petersen 《International journal of qualitative studies in education》2013,26(6):801-818
This paper reflects upon the methodology and methods of a qualitative study that examined the lived educational experiences of four African-American women labeled with disabilities and from low socioeconomic backgrounds. This paper offers discussion as to the usefulness of alternate methods of representing data, specifically poetry and narrative, as a means of circumventing dilemmas associated with intersectional research and promoting more equitable research processes for individuals that have been historically marginalized by traditional research methods. How qualitative inquiry may enhance and bring about new insights into the lived experiences of individuals located at marginalized and intersecting discourses is explored. 相似文献
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This paper draws together [Hochschild's (1979) Emotion Work, Feeling Rules and Social Structure.” American Journal of Sociology 85: 551–575; (1983) The Managed Heart: Commercialisation of Human Feeling. London: University of California Press] concepts of emotional labour and feeling rules with Ahmed's affective economies [(2004a) The Cultural Politics of Emotion. New York: Routledge; (2004b) “Affective Economies.” Social Text 22 (2): 117–139; (2008) “Sociable Happiness.” Emotion, Space and Society 1: 10–13; (2010) The Promise of Happiness. Durham: Duke University Press] and queer phenomenology [(2006a) Queer Phenomenology: Orientations, Objects, Others. London: Duke University Press; (2006b) “Orientations: Towards a Queer Phenomenology.” GLQ: A Journal of Gay and Lesbian Studies 12 (4): 543–574] as a way to address wider questions about sexuality and schooling. It highlights the value of the everyday politics of emotion for elucidating and clarifying the specificities, pertinence and complementarities of Hochschild's and Ahmed's work for reimagining the relationship between sexualities and schooling. The combination of their approaches allows for a focus on the individual, bodily management of emotions while demonstrating the connectedness of bodies and spaces. It enables disruption of ‘inclusive’ and ‘progressive’ educational approaches that leave heterosexuality uninterrupted and provides insight into how power works in and across the bodies, discourses, practices, relations and spaces of schools to maintain a collective orientation towards heterosexuality. It also counters linear narratives of progressive change, elucidating how change is a hopeful but messy process of simultaneous constraint, transgression and transformation. Key moments from a three-year study with lesbian, gay, bisexual, transgender and queer (LGBT-Q) teachers entering into civil partnerships in Ireland serve as exploratory examples of the theoretical ideas put forward in this paper. 相似文献
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Raji Swaminathan Thalia M. Mulvihill 《International journal of qualitative studies in education》2013,26(8):982-997
AbstractThe purpose of this paper is to further examine ‘place-reflexivity’ as a methodological tool for engaging in site-seeing in qualitative research. Qualitative research often involves a site or field. Yet, the ‘where’ of qualitative research has often been overlooked in methodological discussions. This approach is akin to sightseeing where sites are a backdrop rather than foregrounded. We draw on scholarship that conceptualizes site, place, field, and context from sociological, geographical and anthropological disciplines, as well as on concepts of third space as they apply to qualitative inquiry. We offer an argument for the fuller inclusion, and expanded treatment of sites including tools to assist qualitative researchers with this type of thinking. 相似文献