White researcher-advocates whose explorations are situated in schools serving predominantly African American students hope that their research will improve the academic possibilities for those students and reverse systemic injustice. While racial oppression continues as a central thread in the fabric of American educational institutions, white scholars continue to benefit from their research. Through arts-based methods, I explore this issue as it relates to my own research identity and question whether, despite my goals, I am complicit with hegemonic practices that oppress communities of colour within educational contexts. edUcAtIonAl reseArch And mY stAnce As A reseArcher Research authenticity (Guba and Lincoln 1989; Tobin 2006) demands that all participants in qualitative studies benefit from the research endeavour. In alignment with this concept, educational researchers need to see themselves not as disinterested observers but as advocates for the students they engage with. Nevertheless, those of us who work with black youth in the public schools reap many career benefits from our research, including tenure, awards and recognition, while the benefits of the research for the students we research with are uncertain. More doubtful still are the benefits to black youth KeYwords arts-based research anti-blackness special education whiteness disability research authenticity research ethics 01_VI 7.3_Fellner_167-181.indd 169 02/03/19 12:06 PM
白人研究倡导者的探索位于以非洲裔美国学生为主的学校，他们希望他们的研究能提高这些学生的学术机会，扭转系统性的不公正。虽然种族压迫仍然是美国教育机构结构中的一条中心线索，但白人学者继续从他们的研究中受益。通过以艺术为基础的方法，我探索了这个问题，因为它与我自己的研究身份有关，并质疑，尽管我的目标是，我是否与在教育背景下压迫有色人种社区的霸权做法串通一通。研究真实性(Guba And Lincoln 1989;Tobin 2006)要求定性研究的所有参与者都能从研究努力中受益。为了与这一概念保持一致，教育研究人员需要将自己视为与他们接触的学生的倡导者，而不是无私的观察者。然而，我们这些在公立学校研究黑人青年的人从我们的研究中获得了许多职业上的好处，包括终身职位、奖励和认可，而研究对我们研究的学生的好处是不确定的。[关键词]艺术研究反黑人特殊教育白人残疾研究真实性研究伦理[j];add 169 02/03/19 12:06 PM
{"title":"You get tenure, what do I get?: Using art to interrogate a researcher’s dilemma","authors":"Gene L Fellner","doi":"10.1386/VI.7.3.169_1","DOIUrl":"https://doi.org/10.1386/VI.7.3.169_1","url":null,"abstract":"White researcher-advocates whose explorations are situated in schools serving predominantly African American students hope that their research will improve the academic possibilities for those students and reverse systemic injustice. While racial oppression continues as a central thread in the fabric of American educational institutions, white scholars continue to benefit from their research. Through arts-based methods, I explore this issue as it relates to my own research identity and question whether, despite my goals, I am complicit with hegemonic practices that oppress communities of colour within educational contexts. edUcAtIonAl reseArch And mY stAnce As A reseArcher Research authenticity (Guba and Lincoln 1989; Tobin 2006) demands that all participants in qualitative studies benefit from the research endeavour. In alignment with this concept, educational researchers need to see themselves not as disinterested observers but as advocates for the students they engage with. Nevertheless, those of us who work with black youth in the public schools reap many career benefits from our research, including tenure, awards and recognition, while the benefits of the research for the students we research with are uncertain. More doubtful still are the benefits to black youth KeYwords arts-based research anti-blackness special education whiteness disability research authenticity research ethics 01_VI 7.3_Fellner_167-181.indd 169 02/03/19 12:06 PM","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"10 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87627049","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}
{"title":"At the intersections of professional identity","authors":"Sheri R. Klein, K. Miraglia","doi":"10.1386/VI.7.3.159_2","DOIUrl":"https://doi.org/10.1386/VI.7.3.159_2","url":null,"abstract":"","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"78 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83116595","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}
{"title":"Art(full) gifts: Material disruptions and conceptual proddings as creative acts of mentoring for early career art teachers","authors":"B. Hofsess, Christina Hanawalt","doi":"10.1386/VI.7.3.183_1","DOIUrl":"https://doi.org/10.1386/VI.7.3.183_1","url":null,"abstract":"","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91104972","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}
{"title":"Meeting the Challenge of Cultural Diversity","authors":"Eldon Katter","doi":"10.5406/j.ctv9b2wdd.4","DOIUrl":"https://doi.org/10.5406/j.ctv9b2wdd.4","url":null,"abstract":"","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"21 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72732635","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}
{"title":"Please Stand By for an Important Message:","authors":"K. Freedman, K. Schuler","doi":"10.5406/j.ctv9b2wdd.7","DOIUrl":"https://doi.org/10.5406/j.ctv9b2wdd.7","url":null,"abstract":"","PeriodicalId":41039,"journal":{"name":"Visual Inquiry-Learning & Teaching Art","volume":"9 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90150678","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}
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