Pub Date : 2022-07-01DOI: 10.1177/17577438221117344
Wahid Ahmad Dar
Using qualitative data, this article unleashes the narratives of teachers (n = 20), engaged in the universities and colleges of Kashmir, about synchronous online teaching. Their narratives were replete with a range of negative emotions regarding the pedagogical, political and personal domains of online teaching. These negative emotions have been broadly framed within the notion of teacher alienation. Four predominant themes: “am I audible?”; “Lack of proximity”; “Talking with the walls”; and “it is just a formality” emerged from the data. Conversely, they highlight the constitutive features of real classrooms lacking in online teaching, such as control, proximity, attention, and authenticity. The article treats these feelings as significant to teacher alienation in online teaching. These themes reflect lived dimensions of online teaching confronted during the top-down implementation of online classes during the recent crises situation. This adds to the theory of teacher alienation and identifies the pedagogical bottlenecks in online teaching.
{"title":"Am I audible? Teacher’s alienation with online teaching","authors":"Wahid Ahmad Dar","doi":"10.1177/17577438221117344","DOIUrl":"https://doi.org/10.1177/17577438221117344","url":null,"abstract":"Using qualitative data, this article unleashes the narratives of teachers (n = 20), engaged in the universities and colleges of Kashmir, about synchronous online teaching. Their narratives were replete with a range of negative emotions regarding the pedagogical, political and personal domains of online teaching. These negative emotions have been broadly framed within the notion of teacher alienation. Four predominant themes: “am I audible?”; “Lack of proximity”; “Talking with the walls”; and “it is just a formality” emerged from the data. Conversely, they highlight the constitutive features of real classrooms lacking in online teaching, such as control, proximity, attention, and authenticity. The article treats these feelings as significant to teacher alienation in online teaching. These themes reflect lived dimensions of online teaching confronted during the top-down implementation of online classes during the recent crises situation. This adds to the theory of teacher alienation and identifies the pedagogical bottlenecks in online teaching.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"15 1","pages":"184 - 198"},"PeriodicalIF":1.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45925105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.1177/17577438221109916
Donna-Maria Maynard, Mia Jules, I. Marshall
Teacher education and training vary across the world, yet research from diverse cultures supports the development of reflective teachers. Claiming that the complex dynamics of the 21st-century classroom can be managed best by reflective teachers. Through the reflective process, teachers are empowered as change agents to modify learning environments to benefit their students. Teachers hold the power to influence student learning. Therefore, it is important to understand the training processes that serve to produce reflective practitioners. In conducting rigorous cross-cultural comparative research, identifying common evaluative indicators underpinned by a theoretical framework is critical. Hence, the principles of the pre-service emerging reflective teacher training (PERTT) model were explored quantitatively and explained qualitatively to specifically focus on teachers’ perceptions of their experiences of the psychosocial interpersonal process outcomes of the teacher-training environment (i.e. reflective practices, instructional scaffolding, guidance and support, modelled behaviours and reinforcement) provided during their teacher training. Such an exploration is critical because the philosophical underpinnings of the PERTT model have not been interrogated outside of Barbados. The findings demonstrate that there is merit to key theoretical principles of the PERTT model based on the lived experiences of the teachers in Antigua and Barbuda, England, and Canada during their teacher training.
{"title":"Unearthing the common core for reflective teacher training in Antigua and Barbuda, England, and Canada","authors":"Donna-Maria Maynard, Mia Jules, I. Marshall","doi":"10.1177/17577438221109916","DOIUrl":"https://doi.org/10.1177/17577438221109916","url":null,"abstract":"Teacher education and training vary across the world, yet research from diverse cultures supports the development of reflective teachers. Claiming that the complex dynamics of the 21st-century classroom can be managed best by reflective teachers. Through the reflective process, teachers are empowered as change agents to modify learning environments to benefit their students. Teachers hold the power to influence student learning. Therefore, it is important to understand the training processes that serve to produce reflective practitioners. In conducting rigorous cross-cultural comparative research, identifying common evaluative indicators underpinned by a theoretical framework is critical. Hence, the principles of the pre-service emerging reflective teacher training (PERTT) model were explored quantitatively and explained qualitatively to specifically focus on teachers’ perceptions of their experiences of the psychosocial interpersonal process outcomes of the teacher-training environment (i.e. reflective practices, instructional scaffolding, guidance and support, modelled behaviours and reinforcement) provided during their teacher training. Such an exploration is critical because the philosophical underpinnings of the PERTT model have not been interrogated outside of Barbados. The findings demonstrate that there is merit to key theoretical principles of the PERTT model based on the lived experiences of the teachers in Antigua and Barbuda, England, and Canada during their teacher training.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"15 1","pages":"85 - 101"},"PeriodicalIF":1.1,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43045656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.1177/17577438221109887
Jeremy Kingston Cynamon, Sonia Maria Pavel
The authors argue that from the perspective of distributive justice, school district fragmentation—meaning both the existing reality of hyper-proliferated school districts and the practice of further breaking larger districts into smaller ones—produces three distinct injustices. First, it undermines racial solidarity and the bonds of community. Second, it violates the demands of procedural justice. And third, it leads to substantively unfair outcomes. Taken together, these concerns suggest that to create a more just educational system we ought to resist further fragmentation and push for larger, more consolidated school districts coupled with progressive redistributive funding. To support this central normative argument, the article provides two justifications for conceptualizing education as a fundamental entitlement and its provision as a form of mutual aid.
{"title":"The injustices of school district fragmentation","authors":"Jeremy Kingston Cynamon, Sonia Maria Pavel","doi":"10.1177/17577438221109887","DOIUrl":"https://doi.org/10.1177/17577438221109887","url":null,"abstract":"The authors argue that from the perspective of distributive justice, school district fragmentation—meaning both the existing reality of hyper-proliferated school districts and the practice of further breaking larger districts into smaller ones—produces three distinct injustices. First, it undermines racial solidarity and the bonds of community. Second, it violates the demands of procedural justice. And third, it leads to substantively unfair outcomes. Taken together, these concerns suggest that to create a more just educational system we ought to resist further fragmentation and push for larger, more consolidated school districts coupled with progressive redistributive funding. To support this central normative argument, the article provides two justifications for conceptualizing education as a fundamental entitlement and its provision as a form of mutual aid.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"14 1","pages":"247 - 261"},"PeriodicalIF":1.1,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43158584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.1177/17577438221108258
A. Wager, J. Ansloos, R. Thorburn
In this qualitative study we demonstrate the critical ways that Indigenous youth experience structural violence and systemic inequities in the context of education. In particular, this youth-engaged study explores three key themes regarding (1) the social ecologies of education, (2) curriculum, and (3) pedagogy. Considerations of how these issues factor substantially in Indigenous young peoples’ experiences of education in Canada are explained. The implications of our study point towards concrete changes needing to be addressed in the field of education to ensure that every student is reflected in the educational curriculum and supported to meet the needs of succeeding in a colonized world while still upholding Indigenous rights, traditions, identities and values.
{"title":"Addressing structural violence and systemic inequities in education: A qualitative study on Indigenous youth schooling experiences in Canada","authors":"A. Wager, J. Ansloos, R. Thorburn","doi":"10.1177/17577438221108258","DOIUrl":"https://doi.org/10.1177/17577438221108258","url":null,"abstract":"In this qualitative study we demonstrate the critical ways that Indigenous youth experience structural violence and systemic inequities in the context of education. In particular, this youth-engaged study explores three key themes regarding (1) the social ecologies of education, (2) curriculum, and (3) pedagogy. Considerations of how these issues factor substantially in Indigenous young peoples’ experiences of education in Canada are explained. The implications of our study point towards concrete changes needing to be addressed in the field of education to ensure that every student is reflected in the educational curriculum and supported to meet the needs of succeeding in a colonized world while still upholding Indigenous rights, traditions, identities and values.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"14 1","pages":"228 - 246"},"PeriodicalIF":1.1,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47451117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-22DOI: 10.1177/17577438221109907
C. Onyefulu, Joanna Madalińska-Michalak, Bünyamin Bavlı
The comparative, mixed methods international and cross-cultural study aimed to determine the factors that motivated teachers in Jamaica, Poland and Turkey to choose teaching as a career and ascertain what motivated the teachers at different stages to remain in teaching. Data were collected through the use of the questionnaire, which experts validated and had an overall reliability coefficient of 0.77 and focus group interviews. A total of 186 teachers participated in the quantitative phase of the study, whilst 75 participated in the qualitative phase. The findings showed that extrinsic, intrinsic, and altruistic motivation, roles and responsibilities, and opportunities were the main reasons teachers in the three countries chose the teaching profession. Teachers in the different stages of their careers remain in the profession because of a strong sense of vocation, a passion for teaching, a need to make a positive difference in students’ life, job satisfaction, and connected with its rewards of being a teacher. It was recommended that researchers interested in this area could use a more representative sample size to generalize the findings.
{"title":"Teachers’ motivation to choose teaching and remain in the profession: A comparative mixed methods study in Jamaica, Poland and Turkey","authors":"C. Onyefulu, Joanna Madalińska-Michalak, Bünyamin Bavlı","doi":"10.1177/17577438221109907","DOIUrl":"https://doi.org/10.1177/17577438221109907","url":null,"abstract":"The comparative, mixed methods international and cross-cultural study aimed to determine the factors that motivated teachers in Jamaica, Poland and Turkey to choose teaching as a career and ascertain what motivated the teachers at different stages to remain in teaching. Data were collected through the use of the questionnaire, which experts validated and had an overall reliability coefficient of 0.77 and focus group interviews. A total of 186 teachers participated in the quantitative phase of the study, whilst 75 participated in the qualitative phase. The findings showed that extrinsic, intrinsic, and altruistic motivation, roles and responsibilities, and opportunities were the main reasons teachers in the three countries chose the teaching profession. Teachers in the different stages of their careers remain in the profession because of a strong sense of vocation, a passion for teaching, a need to make a positive difference in students’ life, job satisfaction, and connected with its rewards of being a teacher. It was recommended that researchers interested in this area could use a more representative sample size to generalize the findings.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"15 1","pages":"37 - 65"},"PeriodicalIF":1.1,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44517913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-08DOI: 10.1177/17577438221104227
Paul McGivern, J. Shepherd
The pandemic profoundly disrupted university students’ lives. Many students have parenting and/or caring responsibilities and work part-time jobs. Undergraduate cohorts today are extremely diverse, comprised of people from a wide range of social, ethnic, economical and cultural backgrounds. Research has highlighted the different ways the pandemic has affected the lives of students globally. During lockdown(s) universities responded swiftly to students’ needs enabling them to continue with their studies, though such responses were reactive to targeted needs. Given this, a more granular understanding of the interconnectedness of the issues experienced by UK students during the pandemic is required. This study used conventional Content Analysis to review qualitative responses from 82 participants aged 18+ years. Participants also completed the validated Fear of COVID-19 scale. Three themes: Education, Health, and Quality of Life emerged from the data. The interrelatedness of these themes was highlighted, thus evidencing the complexity of the issues experienced. Overall, Fear of COVID-19 scores were low. These findings have implications for higher educational establishments and wider professional educational bodies moving forward. Whilst higher educational establishments supported students throughout lockdown(s) via targeted responses and interventions, these findings suggest that a more nuanced response to students’ needs is required in future.
{"title":"The impact of COVID-19 on UK university students: Understanding the interconnection of issues experienced during lockdown","authors":"Paul McGivern, J. Shepherd","doi":"10.1177/17577438221104227","DOIUrl":"https://doi.org/10.1177/17577438221104227","url":null,"abstract":"The pandemic profoundly disrupted university students’ lives. Many students have parenting and/or caring responsibilities and work part-time jobs. Undergraduate cohorts today are extremely diverse, comprised of people from a wide range of social, ethnic, economical and cultural backgrounds. Research has highlighted the different ways the pandemic has affected the lives of students globally. During lockdown(s) universities responded swiftly to students’ needs enabling them to continue with their studies, though such responses were reactive to targeted needs. Given this, a more granular understanding of the interconnectedness of the issues experienced by UK students during the pandemic is required. This study used conventional Content Analysis to review qualitative responses from 82 participants aged 18+ years. Participants also completed the validated Fear of COVID-19 scale. Three themes: Education, Health, and Quality of Life emerged from the data. The interrelatedness of these themes was highlighted, thus evidencing the complexity of the issues experienced. Overall, Fear of COVID-19 scores were low. These findings have implications for higher educational establishments and wider professional educational bodies moving forward. Whilst higher educational establishments supported students throughout lockdown(s) via targeted responses and interventions, these findings suggest that a more nuanced response to students’ needs is required in future.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"14 1","pages":"218 - 227"},"PeriodicalIF":1.1,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43938368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-04DOI: 10.1177/17577438221107203
Soyhan Egitim
In recent years, content integrated language education has taken center stage in Japanese university English-as-a-foreign-language (EFL) settings. The emphasis on content has created an opportunity for students to demonstrate analytical thinking, assessment, inference, and problem-solving skills through oral communication activities in English (L2). However, the opportunity may be perceived as a challenge by students, who were exposed to teacher-centered pedagogy during their pre-tertiary language education and raised with cultural values that conflict with the expectations. Therefore, some students may remain disengaged or give short answers when they are asked to demonstrate critical thinking. Students’ lack of response is often misconstrued as the absence of critical thinking, leading to a misconception among language educators. The present article attempts to offer insights into the challenges facing Japanese EFL students when they attempt to demonstrate critical thinking and emphasizes the role of language teachers’ intercultural competence in understanding the challenges students experience and proposes learner autonomy as a critical step towards overcoming this challenge.
{"title":"Do Japanese students lack critical thinking? Addressing the misconception","authors":"Soyhan Egitim","doi":"10.1177/17577438221107203","DOIUrl":"https://doi.org/10.1177/17577438221107203","url":null,"abstract":"In recent years, content integrated language education has taken center stage in Japanese university English-as-a-foreign-language (EFL) settings. The emphasis on content has created an opportunity for students to demonstrate analytical thinking, assessment, inference, and problem-solving skills through oral communication activities in English (L2). However, the opportunity may be perceived as a challenge by students, who were exposed to teacher-centered pedagogy during their pre-tertiary language education and raised with cultural values that conflict with the expectations. Therefore, some students may remain disengaged or give short answers when they are asked to demonstrate critical thinking. Students’ lack of response is often misconstrued as the absence of critical thinking, leading to a misconception among language educators. The present article attempts to offer insights into the challenges facing Japanese EFL students when they attempt to demonstrate critical thinking and emphasizes the role of language teachers’ intercultural competence in understanding the challenges students experience and proposes learner autonomy as a critical step towards overcoming this challenge.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"14 1","pages":"304 - 309"},"PeriodicalIF":1.1,"publicationDate":"2022-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48758255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-16DOI: 10.1177/17577438221102683
M. Chalari, C. Onyefulu, Olufunke Fasoyiro
This paper presents the findings of a comparative study carried out in 2018, which aimed to explore and compare teacher educators’ perceptions of initial teacher education (ITE) programmes in Jamaica, Greece and Nigeria. This study endeavoured to add intercultural perspectives to the study of ITE and to underlie the idea that ITE has become increasingly bound up in the processes of neo-liberalism and globalisation. A comparative research design was used to investigate the similarities and differences in ITE programmes available in these three countries. Specifically, this was a quantitative survey study, and the participants (n = 135) were teacher educators who were purposefully selected. Based on what the findings revealed, it is argued that, while features of national culture, tradition and institutional politics have a significant role to play in the detail of the approaches taken in ITE programmes, there is nevertheless evidence of significant convergence between the three countries in terms of the type, modality and duration of ITE, as well as the current issues facing ITE programmes and the areas that need improvement. This, it is suggested, reflects trends associated with neo-liberal ‘globalisation’.
{"title":"Teacher educators’ perceptions of practices and issues affecting initial teacher education programmes in Jamaica, Greece and Nigeria","authors":"M. Chalari, C. Onyefulu, Olufunke Fasoyiro","doi":"10.1177/17577438221102683","DOIUrl":"https://doi.org/10.1177/17577438221102683","url":null,"abstract":"This paper presents the findings of a comparative study carried out in 2018, which aimed to explore and compare teacher educators’ perceptions of initial teacher education (ITE) programmes in Jamaica, Greece and Nigeria. This study endeavoured to add intercultural perspectives to the study of ITE and to underlie the idea that ITE has become increasingly bound up in the processes of neo-liberalism and globalisation. A comparative research design was used to investigate the similarities and differences in ITE programmes available in these three countries. Specifically, this was a quantitative survey study, and the participants (n = 135) were teacher educators who were purposefully selected. Based on what the findings revealed, it is argued that, while features of national culture, tradition and institutional politics have a significant role to play in the detail of the approaches taken in ITE programmes, there is nevertheless evidence of significant convergence between the three countries in terms of the type, modality and duration of ITE, as well as the current issues facing ITE programmes and the areas that need improvement. This, it is suggested, reflects trends associated with neo-liberal ‘globalisation’.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"15 1","pages":"102 - 121"},"PeriodicalIF":1.1,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49478948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper aims to present two potential instruments that will address the lack of knowledge in regard to the context of students’ reality from teaching professionals in a specific school, these being: a local historiography (record of yesterday), based on oral history; and a reality inventory (record of today), elaborated from the assumptions of action research. Moreover, the objective is to argue the potential they have so as to avoid, on the part of school professionals, the mistake of not knowing the reality of the context of students. To achieve this, we present a brief description of the experiences we have had with these instruments in an area of agrarian reform with the Landless Workers Movement (MST), in southern Brazil. The study concludes with certain characteristics that are involved in the process of creating these instruments in order to achieve their potential, that is the support of local leaders, collaboration with the community, and the connection with the research.
{"title":"Yesterday and today: (extra)ordinary records in an area of agrarian reform in Brazil","authors":"Línlya Sachs, Cintia Aparecida Paião, Whendelly LL Alves","doi":"10.1177/17577438221093857","DOIUrl":"https://doi.org/10.1177/17577438221093857","url":null,"abstract":"This paper aims to present two potential instruments that will address the lack of knowledge in regard to the context of students’ reality from teaching professionals in a specific school, these being: a local historiography (record of yesterday), based on oral history; and a reality inventory (record of today), elaborated from the assumptions of action research. Moreover, the objective is to argue the potential they have so as to avoid, on the part of school professionals, the mistake of not knowing the reality of the context of students. To achieve this, we present a brief description of the experiences we have had with these instruments in an area of agrarian reform with the Landless Workers Movement (MST), in southern Brazil. The study concludes with certain characteristics that are involved in the process of creating these instruments in order to achieve their potential, that is the support of local leaders, collaboration with the community, and the connection with the research.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"15 1","pages":"150 - 165"},"PeriodicalIF":1.1,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45098896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1177/17577438221092274
Paul Miller, Gillian Kirkman, Susan Timmins, Rukmini Banerjee, Anne Panicker, K. Nelson, Adele D Jones, E. Ochen
Background: Increasingly researchers are recognising the importance of including the perspectives of children and young people in research and in the development of interventions and innovations, in order to understand children's lives on their own terms. Purpose: This article reflects on the potential risks posed to children and young people in research and the role of gatekeepers in granting access and, in direct field activities, especially where the research could be deemed as ‘sensitive’. Research Design:Using a combined descriptive and autoethnographic research design, questionnaires and reflections were gathered from the field experiences of researchers in four countries (India, Jamaica, Uganda and the UK) conducting research on children's experiences of violence victimisation as part of a gender-based violence prevention project. Data was collected retrospectively and analysed thematically with the aid of QSR NVivo. Results: Based on the five themes that emerged: accessing schools; approach to access; accessing participants; lessons learnt; and advice for other researchers, the overall findings indicate that researching sensitive topics with children and young people is necessarily problematic in order to safeguard them. This is especially the case in contexts where discrimination and stigma relating to certain topics may be a significant barrier to children's participation. Conclusion: Research planning requires attention to gatekeeper power, safeguarding children and young people, and understanding how processes and attitudes concerning the status and rights of children at national and institutional levels might influence the research process.
{"title":"Getting past the gatekeeper: Cultural competence, field access and researching gender-based violence – Evidence from four countries","authors":"Paul Miller, Gillian Kirkman, Susan Timmins, Rukmini Banerjee, Anne Panicker, K. Nelson, Adele D Jones, E. Ochen","doi":"10.1177/17577438221092274","DOIUrl":"https://doi.org/10.1177/17577438221092274","url":null,"abstract":"Background: Increasingly researchers are recognising the importance of including the perspectives of children and young people in research and in the development of interventions and innovations, in order to understand children's lives on their own terms. Purpose: This article reflects on the potential risks posed to children and young people in research and the role of gatekeepers in granting access and, in direct field activities, especially where the research could be deemed as ‘sensitive’. Research Design:Using a combined descriptive and autoethnographic research design, questionnaires and reflections were gathered from the field experiences of researchers in four countries (India, Jamaica, Uganda and the UK) conducting research on children's experiences of violence victimisation as part of a gender-based violence prevention project. Data was collected retrospectively and analysed thematically with the aid of QSR NVivo. Results: Based on the five themes that emerged: accessing schools; approach to access; accessing participants; lessons learnt; and advice for other researchers, the overall findings indicate that researching sensitive topics with children and young people is necessarily problematic in order to safeguard them. This is especially the case in contexts where discrimination and stigma relating to certain topics may be a significant barrier to children's participation. Conclusion: Research planning requires attention to gatekeeper power, safeguarding children and young people, and understanding how processes and attitudes concerning the status and rights of children at national and institutional levels might influence the research process.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"14 1","pages":"204 - 217"},"PeriodicalIF":1.1,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41710790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：