Ethical dilemmas in designing collaborative research: Lessons learned the hard way     

Lisa S. Goldstein 《International journal of qualitative studies in education》2013,26(5):517-530

In this article I use my own problematic experience as a well-intentioned educational researcher to highlight some of the dilemmas and complexities of collaboration with classroom teachers. Engaged in an otherwise pleasant and productive research project in partnership with a primary grade teacher, I experienced deep methodological difficulties linked to the ethical heart of collaborative research. Given that this model - university-based researchers entering into "collaborative" research relationships with classroom teachers - is becoming an increasingly prevalent strategy, it is important to consider fully the potential challenges and obstacles we might face in these relational research contexts.  相似文献   

“Staying Black”: the demonstration of racial identity and womanhood among a group of young high-achieving Black women     

Kris Marsh 《International journal of qualitative studies in education》2013,26(10):1213-1237

Signithia Fordham’s theory of “racelessness” purports that while interacting with teachers, administrators, and peers in the school setting, academically successful Blacks must suppress the racial identities of their home worlds to secure and maintain the label of high achiever. My objectives were to examine how young Black women navigate between racially homogenous public schools in their neighborhoods to a racially integrated setting, and to highlight their involvement in work groups and social clubs as a way of expressing their racial identity and burgeoning womanhood. This study used interviews and questionnaire data gathered from a cohort of high-achieving young Black women in a highly selective honors high school to dispute Fordham’s theory, and to examine the various strategies that these women use to become and remain academically successful. This study revealed that through social club participation these female students are not raceless, and consciously identify as Black, and develop and demonstrate versions of Black womanhood that allow them to negotiate diversity. Implications for promoting racial integration, the development of Black identity, and the academic success of Black female students are provided.  相似文献   

Writing critical race theory and method: a composite counterstory on the experiences of black teachers in New Orleans post-Katrina     

Daniella Ann Cook  Adrienne D. Dixson 《International journal of qualitative studies in education》2013,26(10):1238-1258

Using a critical race theory lens, the authors propose a way of writing race research using composite counterstories. Drawing on data from a yearlong study of school rebuilding in the time period immediately after Hurricane Katrina devastated the City of New Orleans, the authors examine the experiences of African-American educators in the school rebuilding efforts. Cook and Dixson look specifically at how composite counterstories speak back to racialized constructions of black educators that justified their post-Katrina displacement and usher in an era of school reform in which New Orleans is described as “ground zero” for the expansion of charter schools, the disempowerment of teachers’ unions, and the re-organization of teacher preparation. Given the context of the research, the authors argue that researchers should consider how composite counterstories facilitate racial research and ensure the protection of research participants.  相似文献   

Still flies in buttermilk: black male faculty,critical race theory,and composite counterstorytelling     

Rachel Alicia Griffin  LaCharles Ward  Amanda R. Phillips 《International journal of qualitative studies in education》2013,26(10):1354-1375

Driven by critical race theory, this essay employs composite counterstorytelling to narrate the experiences of black male faculty on traditionally white campuses. Situated at the intersections of race and gender, our composite counterstory is richly informed by 11 interviews with black male faculty alongside critical race scholarship that documents the omnipresence of black misandric ideology. Through our protagonist Dr Timesnow, a black male Assistant Professor, we reflect on how his daily experiences incite racial battle fatigue, feed into imposter syndrome, and circumvent an inclusive campus community.  相似文献   

‘Dicks are for chicks’: Latino boys,masculinity, and the abjection of homosexuality     

Richard Mora 《Gender and education》2013,25(3):340-356

Employing social constructivist theories and the concept of abjection from gender studies, this article examines how and why a group of low-income, USA-born Dominican and Puerto Rican middle-school boys constructed masculine identities by invoking and repudiating homosexuality. Ethnographic data from a 2.5-year study indicate that the abjection of homosexuality was a place of performativity wherein the boys utilised their bodies, cultural referents, and bilingualism to delineate masculinity, reiterate heteronormativity, and distance themselves from homosexuals, who they perceived as a threat to their sexuality, personal safety, and physical dominance. At school, the boys enacted a hypermasculine, heteronormative variant of their ethno-racial identities. As a result, their gender construction was heavily influenced by dominant gender practices present in their neighbourhoods and in segments of the broader US, Dominican, and Puerto Rican cultures. Together, these cultural influences shaped the gender regime within the boys' school peer group. This article concludes with a call for additional research examining the intersection of ethno-racial identity, sexuality, gender, and class.  相似文献   

Self-fulfilling prophecy not: using cultural assets to beat the odds     

Cleveland Hayes  Adonay Montes  Laurie Schroeder 《Gender and education》2013,25(7):923-937

In this study, the pedagogies of the home used by Latinos as they attend schools in the USA are highlighted. We hope to use the stories of Arturo and Ruben, successful Latinos, as a means to show that Latinos are developing strategies that can be shared through the telling of their stories and to claim the value of voicing the difficult realities of Latinos as they resist falling victim to anticipated self-fulfilling prophecies and move creatively through the educational pipeline to reach their best defined possible selves.  相似文献   

The Anti-Black Order of No Child Left Behind: Using Lacanian psychoanalysis and critical race theory to examine NCLB     

Connie Wun 《Educational Philosophy and Theory》2013,45(5):462-474

During a period in which institutions have been refashioned to meet the demands of a complex social and political economy, the No Child Left Behind Act (NCLB) has helped to alter the public educational system. As scholars and researchers examine the material effects of NCLB, efforts to improve the educational system and its effects must also explore the relationship between policy and racial ideologies including discursive fantasies. This article examines the relationship between NCLB and racial fantasies of Black youth as problematic others in order to help education reform scholarship and advocacy examine the violence of NCLB.  相似文献   

Mass Deception: Moral Panic and the US War on Iraq     

Heather A. Hayes 《Quarterly Journal of Speech》2013,99(4):467-470

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America's opinion leader historians on behalf of success     

Ronald H. Carpenter 《Quarterly Journal of Speech》2013,99(2):111-126

A complex communication mosaic contributed to Americans' impelling motives to be successful. Some particularly credible “bits” of information in that mosaic came at crucial times from several twentieth‐century historians whose “literature of actuality” reinforced our faith in ways of achievement practiced earlier on the frontier and by our founding fathers. As they provided guidance to corroborate what was read and heard in popular culture, those historians are among America's most subtle but influential opinion leaders.  相似文献   

Black power in Berkeley: Postmodern constructions in the rhetoric of Stokely Carmichael     

Victoria J. Gallagher 《Quarterly Journal of Speech》2013,99(2):144-157

In the speech at Berkeley, Carmichael revealed a potential in discourse that enabled him to develop, from out of the confines of a tactical rhetoric, a strategic rhetoric of blackness. Close analysis of Carmichael's speech, grounded in Burke's paradox of purity, illuminates the internal logic of Black Power, as well as Carmichael's use of reflexivity, reversal, deconstruction and re‐construction of dialectical terms and relationships. Contemporary discursive practices addressing issues of civil rights and race are then examined in light of the principles and purposes developed by Carmichael. The results challenge rhetorical scholars and critics to disrupt reliance on dialectical constructions within discourses of race.  相似文献