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1.
I use this paper to reexamine my role as a White researcher on a multi-racial research team. I reanalyze data I collected
during an evaluation project to reveal how I avoided seeing race in the schools I visited and how I dodged discussions of
race with members of those school communities. By analyzing my own discursive practice, I introduce a series of logics enacted
through a variety of strategies that I used to manage race talk. The purpose of this paper is two-fold: (1) an analysis of
the strategies I used to sustain White privilege and (2) an examination of the logics of those strategies in order to understand
the power they have in reproducing inequity. Only by understanding the self-perpetuating nature of White privilege will we
be able to begin to dismantle it.
Jenny Gordon is an assistant professor in the Division of Education, School of Education and Human Development at Binghamton
University. She teaches foundations courses for elementary education and courses on qualitative research methods. Her scholarly
work includes articles on methodological issues pertaining to qualitative research methods and narratives on the impact of
race on research and teaching. 相似文献
2.
Greg Vass 《International Journal of Research & Method in Education》2017,40(2):137-153
This article engages with methodological concerns connected to insider education research and the ‘race-symmetry’ shared between the researcher and teacher participants. To do this, race critical reflexive strategies are utilized to show how and why this practice productively contributed to the knowledge about race making constructed in my study, a research process I describe as getting inside my insiderness. However, these reflexive practices also helped me to develop a deeper awareness of the potential for what I now describe as White shadows to infiltrate research of this type. The conceptualization of White shadows is a useful tool to describe research practices that silence or deflect attention away from issues connected to race, and hence, White shadows help expose concerns about the potential for Whiteness to remain protected by research. There are two interconnected aims of this paper. First, to illustrate the sort of race reflexive practices called for, and in doing so, to demonstrate why they are valuable and helpful in (educational) research. Second, I hope to encourage a rethink of the insider–outsider relationship that typifies ethnographic research by shifting attention to explore the inside of insider research. 相似文献
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Rachel Roegman 《International journal of qualitative studies in education》2013,26(9):836-850
AbstractFramed by autoethnographic methods, I use Milner’s framework for researching around race and culture to critically analyze my work as a researcher with a group of diverse educational administrators. I identify seen, unseen, and unforeseen dangers that I experienced in my research as a white doctoral student and university professor, and consider how they impact my development as an educational researcher. I conclude with implications for doctoral students as emerging scholars interested in researching race as well as implications for researchers working with elites. 相似文献
5.
Laura Louise Sarauw Jakob Williams Ørberg 《International Journal for Academic Development》2019,24(2):178-191
ABSTRACTThe article explores research integrity training for PhD-students as a site of production of academic cultures and researcher development. Based on ethnographies of four courses in research integrity, conducted in four faculties of a large comprehensive Danish university, the article explores the vital role of academic developers, teachers, and course participants in the active translation of institutional, national, and international policies into research practices. We argue that doctoral training in research integrity does not entail the direct implementation of policy and codes from above; rather, it is a site for the development and negotiation of the meaning of research integrity in disciplinary cultures and standards, and, critically, for the responsibilisation of individual researchers in policy enactment. We show how doctoral training has become a key site for the emergence of research integrity as a field. It is also a privileged site for researching contested and multidirectional processes of policy formation and implementation. 相似文献
6.
Barbara Comber 《English in Education》2007,41(2):7-26
This paper provides a retrospective account of three decades of my work as a literacy educator and researcher. Taking key insights from feminist sociologist, Dorothy Smith, including women's standpoint, the everyday world as problematic, institutional capture, a sociology for the people, I revisit my research on literacy, poverty and schooling. I argue that understanding better the effects of what we do in educational institutions, through collaborative research with teachers, can lead us to generate positive alternative equity‐driven practices. 相似文献
7.
The purpose of this paper is to explore the tensions that erupted between the two authors during the final stages of their engagement with the practical argument process. These tensions arose when the 'researcher' constructed a representation of 'the teacher's' reality. In this paper, the researcher shares her representation and the teacher responds to her analysis. The teacher's response to the researcher's representation of her and her teaching suggests tensions arose between the teacher and the researcher over how the researcher constructed the teacher's practical argument. As the teacher and the researchers, we analyze our experiences with the practical argument process and our collaborative relationship. The result is an enlarged view of the place of story and practical argument within research collaborations. In addition, we learned the necessity of continuing dialog between researcher and teacher through the writing of the project. This ensures that, regardless of the research method, both collaborators are heard and their tales are told in the public representation. 相似文献
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《Critical Studies in Education》2013,54(1):23-46
Abstract This article outlines the innovative methodology I have developed for a study of young women, classed‐hybrid‐subjectivities and Australian government policies of ‘mutual obligation’. This methodology further develops and disturbs existing notions of research methods involving young people. I argue that in order for research involving young people to be inclusive it needs to attend to issues of ‘sameness, difference and diversity’. Central to this study are the notions of feminst praxis (Lather 1; Weiner 2) where the feminist‐researcher as feminist‐teacher grapples with issues of classism, racism, sexism, reflexivity and self‐reflexivity whilst attempting to take on and fulfill the roles of teacher‐researcher, researcher‐teacher in an ‘inclusive’ classroom. 相似文献
10.
As im/migrant researchers of color working and living in the USA, we begin this article by discussing how our own transnational selves and research have created tensions with the normalized use of socially constructed and theorized categories and differences in US qualitative research practices. We theorize an alternative reflexive mode of conceptualizing a researcher self that can illuminate more contextually engaging understanding and relationships between researcher and researched within our transnational research contexts. We argue that our reflexive approach to researcher self as non‐unitary I, circulatory mode of porous and shifting entities simultaneously fracturing and morphing into each other in relation to its changing webs of relationships and history, can bring different ways of understanding and working with the ever changing and interconnected global‐local cultural, social, and political conditions and contexts of education and research. 相似文献
11.
《International Journal of Research & Method in Education》2013,36(1):85-99
This article offers an account of a doctoral insider research project that became problematic. The project was investigating mathematics teaching in a university in the UK, and by contrasting the research account with research diary entries pertaining to two interviewees, different interpretations of the interview data are evident. These differences offer illustrations of four aspects of the problematics of interviewing as follows: (1) personal relations and expectations position everyone in the interview; (2) the motivation for the research affects what the researcher learns; (3) the same material generates accounts that emphasize different things; and (4) things happen in people’s heads during the interviews that are not recorded. The argument developed by considering the examples is that authorial voice is constructed out of decisions regarding the data together with considerations regarding the researcher’s position. The validity of insider research requires reflexive consideration of the researcher’s position, and this is especially pertinent in the case of research undertaken by practitioner researchers on professional doctorates. 相似文献
12.
Reflection on subjectivity in the qualitative research process is fundamental to the methodology. Although much attention is paid to what to do (identify subjectivities), there is much less emphasis on how one should do this. Furthermore, a researcher engaged in an intimately familiar setting, such as a typical American classroom, faces the unique challenge of sifting through vast stores of prior knowledge and beliefs that influence perceptions of observed instruction, including experiences as a K-12 learner and classroom teacher. As a novice qualitative researcher and former special educator drawn to questions involving instructional practice in reading comprehension, I struggled to balance my emotional responses to observed instruction with my need to understand teachers' decision-making. I begin by sharing my own experiences as a novice researcher, brought forward from artefacts of that time. Moving to the present, I reflect on my early misperceptions, and conclude with recommendations for working with subjectivity in the research process. 相似文献
13.
Scott Eacott 《Journal of educational administration and history》2018,50(4):316-324
ABSTRACTThis paper is a response to Richard Niesche’s recent JEAH paper claiming a ‘theory turn’ in educational leadership. Bringing Niesche’s argument into conversation with recent work on social epistemology in the field, I argue that any claim for a theory turn is premature and arguably requires further nuancing of enduring issues. Framed around the relational methodology, the argument articulates my own complicity with the proposed theory turn, before problematising the idea of a turn and highlighting the importance of time and space. Importantly, I seek to go beyond the analytical dualism of theoretical and atheoretical categories for the purpose of offering a productive contribution for advancing understanding in the field. This is not to refute Niesche’s argument, rather to highlight some of the problems and possibilities it identifies and to the push the ideas further in the interest of scholarly dialogue and debate. 相似文献
14.
Benjamin Blaisdell 《Teaching Education》2018,29(4):330-342
ABSTRACTThe one-drop rule refers to the process of being racialized Black when someone contains any amount of Black ancestry, i.e. one drop of Black blood. In this article, I use what I call ‘the new one-drop rule’ to explain how even the smallest presence of white discourse can disrupt racial equity work in schools. Based on a critical race study in a racially desegregated elementary school, I illustrate how one drop of white discourse from even one less racially literate white teacher can cause usually more racially literate white teachers to support white supremacy. I also share how collaborative research utilizing critical race theory (CRT) can help schools build greater racial literacy and resist white discourse. I argue that critical research on race with in-service teachers should not forefront the consciousness-raising of resistant white teachers but rather center the wants, needs, and racial knowledge of racially literate teachers and especially teachers of color. 相似文献
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Qualitative feminist studies are much challenged by the contemporary critique of social constructionist postmodernism, as well as the renewed search for the body and materiality. The result is (at least) two diverging research accounts: a renewed feminist materialism, relying on some foundational ontologies and what has been called a new materialist feminist account that constitutes radical ontological rewritings. The aim of this paper is to investigate what kind of researcher subjectivities these different accounts produce for qualitative inquiry. This investigation will be unfolded using an example from a collaborative research process involving 10 PhD students. The example is woven into Deleuze and Guattari’s discussions on the Image of Thought and the three images of thinking outlined in A Thousand Plateaus. The investigation shows that although the aim of our collaborative process was to resist the assumed Cogito/“I” of philosophy and qualitative inquiry, we still got caught up in taken-for-granted images of thinking and doing analysis. A deterritorializing of habits of thinking and practicing in order for new and other researcher subjectivities to emerge required collaborative efforts that put to work a rhizomatic image of thinking and operated from within an ontology of difference. 相似文献
17.
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
18.
ABSTRACT This article considers ontological conceptualizations of shame-interest as experienced in educational research. Shame has frequently been reported in research as a property of the autonomous individual: the shame of the participant to share with the researcher, and the shame of the researcher to reflexively eliminate. Shame-interest is re-theorized here as a generative research event, as intra-action, as one simultaneous movement in the ongoing present. We attempt an ethical shift from a reflexive stance to fluxing movements of response-ability and co-consequence in order to encourage socially responsive educational research, informed through the conceptual resources of psychologist Silvan Tomkins, and feminist philosopher and physicist Karen Barad. Theory is threaded through a series of personal research vignettes to illustrate our thinking through ways shame-interest materialized within research events. Shame is re/conceptualized as a contestable composite feeling entangled with interest that allows an alternate non-reductive and ethical approach to educational research. We amplify our researcher responsibility, and our shame, by placing ourselves as entangled with the research ‘problem’ under investigation. 相似文献
19.
Xi Wang 《International journal of qualitative studies in education》2013,26(7):763-765
In qualitative research, the researcher’s engagement over time in participants’ daily lives entails the creation and maintenance of favourable and cooperative field relations. With this aim, it is important to build a reflexive component into the research, exploring how the researcher and researched interact with each other within the context of school and how they are challenged by political and ethical dilemmas. Drawing upon my experience while conducting an ethnographic study in an international school in mainland China, I reflected on two issues: what field relations were established in what ways, and what threads to ethics and research validity I encountered in the course of the fieldwork. 相似文献
20.
Nitza M. Hidalgo 《International journal of qualitative studies in education》2013,26(1):103-120
This paper analyzes some of the methodological requisites for a Latino qualitative family research paradigm. The paper explores the philosophical underpinnings, purposes, parameters, and influences of the role of the researcher. Elements of critical race theory, feminist standpoint theory, and Puerto Rican culture and experience are incorporated in the development of the paradigm. Thus, the framework reveals an epistemology that is sensitive to Latino cultural knowledge production and holds an explicit social objective to challenge existing structures, that is, to produce knowledge that presents Latinos as active agents facing constraints or exhibiting resistence behaviors within a social structure. The framework's parameters outline the boundaries all Latino groups share in the United States, such as bicultural identity, Spanish language, and cultural citizenship. The researcher's influence is examined from a Latina (Puerto Rican female) perspective to find some of the continuities and discontinuities that may influence the inherent power dynamic within the researcher informant relationship. 相似文献