Pub Date : 2023-04-11DOI: 10.1177/00345237231169453
D. Loo
This study explores how trust is established by a casual academic working at a Malaysian public university. Narrative data was collected through a series of semi-structured interview with a case participant, Dinah. The data was analyzed in light of priori themes derived from existing literature about casual academics at the university. The analysis illustrated two themes of how trust is established. First, trust is established through the entrepreneurial self, seen through the recognition of one’s pedagogical knowledge and classroom experience. Second, trust is established through a combination of compliance and non-compliance. The former refers to meeting the expectations of the institution, while the latter refers to the casual academic’s personal rationalization of what is deemed best for the students. Based on these findings, trust for the casual academic was found to be a multidimensional construct that was not necessarily bound to performative metrics, unlike their full-time counterparts. Furthermore, due to grey areas in oversight, there may be more opportunities for casual academics to teach on the basis of morality.
{"title":"Should we trust the university casual academic? A narrative inquiry case study","authors":"D. Loo","doi":"10.1177/00345237231169453","DOIUrl":"https://doi.org/10.1177/00345237231169453","url":null,"abstract":"This study explores how trust is established by a casual academic working at a Malaysian public university. Narrative data was collected through a series of semi-structured interview with a case participant, Dinah. The data was analyzed in light of priori themes derived from existing literature about casual academics at the university. The analysis illustrated two themes of how trust is established. First, trust is established through the entrepreneurial self, seen through the recognition of one’s pedagogical knowledge and classroom experience. Second, trust is established through a combination of compliance and non-compliance. The former refers to meeting the expectations of the institution, while the latter refers to the casual academic’s personal rationalization of what is deemed best for the students. Based on these findings, trust for the casual academic was found to be a multidimensional construct that was not necessarily bound to performative metrics, unlike their full-time counterparts. Furthermore, due to grey areas in oversight, there may be more opportunities for casual academics to teach on the basis of morality.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"20 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89555263","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 : 2023-03-27DOI: 10.1177/00345237231160301
F. Stewart, L. Way
DIY is often viewed as a core element of punk, an aspect that enabled activism against an assumed authority and power (Guerra, 2018; Martin-Iverson, 2017). It is therefore often lauded as a means of engaging with/utilising punk in a pedagogical sense (Bestley, 2017; Cordova, 2016). It should be capable of working in tandem with education in developing and encouraging the ‘movement against and beyond boundaries’ (hooks, 1994). However, this is not necessarily simple or straightforward to realise through one’s own pedagogical practices, especially when one considers them through an intersectional lens. We argue that punk scholarship on DIY fails to account for its capacity to support ableist ideologies and structures - incorporating it into punk pedagogy in an uncritical manner risks further deepening asymmetrical power relations in regards to disability and the adversity that people with disability experience. We utilise collaborative auto-ethnography to unpack some of the complexities involved in pursuing punk pedagogical practices and unpacking the aforementioned critique of DIY further. We consider how DIY can/could potentially be a powerful, empowering pedagogical tool and consider the ways DIY purports a damaging, ableist narrative, which at times can even aid the neoliberal agenda within higher education. The necessity for punk pedagogies to be underpinned by considerations of intersectional issues, both from the viewpoint of the teacher and the students, is demonstrated through our use of critical disability theory as an analytical tool.
{"title":"Beyond boundaries? Disability, DIY and punk pedagogies","authors":"F. Stewart, L. Way","doi":"10.1177/00345237231160301","DOIUrl":"https://doi.org/10.1177/00345237231160301","url":null,"abstract":"DIY is often viewed as a core element of punk, an aspect that enabled activism against an assumed authority and power (Guerra, 2018; Martin-Iverson, 2017). It is therefore often lauded as a means of engaging with/utilising punk in a pedagogical sense (Bestley, 2017; Cordova, 2016). It should be capable of working in tandem with education in developing and encouraging the ‘movement against and beyond boundaries’ (hooks, 1994). However, this is not necessarily simple or straightforward to realise through one’s own pedagogical practices, especially when one considers them through an intersectional lens. We argue that punk scholarship on DIY fails to account for its capacity to support ableist ideologies and structures - incorporating it into punk pedagogy in an uncritical manner risks further deepening asymmetrical power relations in regards to disability and the adversity that people with disability experience. We utilise collaborative auto-ethnography to unpack some of the complexities involved in pursuing punk pedagogical practices and unpacking the aforementioned critique of DIY further. We consider how DIY can/could potentially be a powerful, empowering pedagogical tool and consider the ways DIY purports a damaging, ableist narrative, which at times can even aid the neoliberal agenda within higher education. The necessity for punk pedagogies to be underpinned by considerations of intersectional issues, both from the viewpoint of the teacher and the students, is demonstrated through our use of critical disability theory as an analytical tool.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"84 1","pages":"11 - 28"},"PeriodicalIF":1.3,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73921082","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 : 2023-03-18DOI: 10.1177/00345237231163048
Ana M. Amigo-Ventureira, M. Durán, R. DePalma
Based on an existing measure of homophobia, we developed an instrument to measure both transphobia and homophobia, as well as their relationship with other demographic variables that included attributed sex, gender identity, sexual orientation, religious affiliation, and political affinity. Research was designed to establish the relationship between homophobia and transphobia, by comparing the results of a validated Homophobia Test with a Transphobia Test that has been designed by adapting the same items; and to explore the relationship between homophobia/transphobia and other socio-demographic variables, specifically including gender, geographic origin, sexual orientation, political ideology, and religious conviction). Our research with 1,133 trainee and 182 practicing teachers demonstrated the reliability of our instrument, suggesting a correspondence between the two types of prejudice. Our results also found that these two prejudices followed similar trends with respect to other variables: respondents who identified as men showed higher levels of both homophobia and transphobia, as did those who professed religious conviction and were affiliated with the right wing of the political spectrum. We found that people who identified as gay, lesbian, or bisexual were less homophobic and transphobic that those who identified as heterosexual. Based on these data, we hypothesize that the two types of prejudice explored here derive from a common factor, the broader social construct of cisgenderism, so that any deviation from the heterosexual matrix, whether in terms of gender identity, gender presentation, or sexual orientation, results in social stigma. The professionals included in our sample are entrusted with well-being of all children, and are responsible for teaching about human diversity as part of the curriculum. Our findings will help us understand how teachers might respond to children who transgress, or are perceived to transgress, cisgendered norms, and to design more effective teacher training concerning sex and gender diversity.
{"title":"Exploring the relationship between transphobia and homophobia and other demographic factors among practicing and future primary school teachers","authors":"Ana M. Amigo-Ventureira, M. Durán, R. DePalma","doi":"10.1177/00345237231163048","DOIUrl":"https://doi.org/10.1177/00345237231163048","url":null,"abstract":"Based on an existing measure of homophobia, we developed an instrument to measure both transphobia and homophobia, as well as their relationship with other demographic variables that included attributed sex, gender identity, sexual orientation, religious affiliation, and political affinity. Research was designed to establish the relationship between homophobia and transphobia, by comparing the results of a validated Homophobia Test with a Transphobia Test that has been designed by adapting the same items; and to explore the relationship between homophobia/transphobia and other socio-demographic variables, specifically including gender, geographic origin, sexual orientation, political ideology, and religious conviction). Our research with 1,133 trainee and 182 practicing teachers demonstrated the reliability of our instrument, suggesting a correspondence between the two types of prejudice. Our results also found that these two prejudices followed similar trends with respect to other variables: respondents who identified as men showed higher levels of both homophobia and transphobia, as did those who professed religious conviction and were affiliated with the right wing of the political spectrum. We found that people who identified as gay, lesbian, or bisexual were less homophobic and transphobic that those who identified as heterosexual. Based on these data, we hypothesize that the two types of prejudice explored here derive from a common factor, the broader social construct of cisgenderism, so that any deviation from the heterosexual matrix, whether in terms of gender identity, gender presentation, or sexual orientation, results in social stigma. The professionals included in our sample are entrusted with well-being of all children, and are responsible for teaching about human diversity as part of the curriculum. Our findings will help us understand how teachers might respond to children who transgress, or are perceived to transgress, cisgendered norms, and to design more effective teacher training concerning sex and gender diversity.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"5 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88015578","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 : 2023-03-14DOI: 10.1177/00345237231160088
I. Kiling, Daniela L. A. Boeky, Putri A. Rihi Tugu, B. N. Bunga, Elga Andriana
Young children’s development is a crucial period determining their adult outcomes. Through adversities caused by the COVID-19 pandemic, preschool teachers play an essential role in nurturing children’s development. This study has the objective to explore preschool teachers’ perceptions of their students’ development throughout the COVID-19 pandemic. 12 Teachers living in West Timor, Indonesia, were involved in the photovoice process. The qualitative data analysis resulted in three overarching themes: cooperation between teachers and parents, alternative stimulations of child development, and uncomprehensive child development. More support on options and alternatives for facilitating young children’s remote learning is needed to maintain a stable and comprehensive development process in this pandemic.
{"title":"How do preschool teachers perceive students’ developmental in difficult times? A photovoice study","authors":"I. Kiling, Daniela L. A. Boeky, Putri A. Rihi Tugu, B. N. Bunga, Elga Andriana","doi":"10.1177/00345237231160088","DOIUrl":"https://doi.org/10.1177/00345237231160088","url":null,"abstract":"Young children’s development is a crucial period determining their adult outcomes. Through adversities caused by the COVID-19 pandemic, preschool teachers play an essential role in nurturing children’s development. This study has the objective to explore preschool teachers’ perceptions of their students’ development throughout the COVID-19 pandemic. 12 Teachers living in West Timor, Indonesia, were involved in the photovoice process. The qualitative data analysis resulted in three overarching themes: cooperation between teachers and parents, alternative stimulations of child development, and uncomprehensive child development. More support on options and alternatives for facilitating young children’s remote learning is needed to maintain a stable and comprehensive development process in this pandemic.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"3 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91187743","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 : 2023-03-13DOI: 10.1177/00345237231163038
T. Davies
This paper reports on Henri Lefebvre’s methodological approach of 'rhythmanalysis' as a productive tool to understand the complex social constructions of school spaces. Schooling is founded on relationships. These relationships exist in multi-directional and multi-layered ways between teachers, students, school leadership, parents and carers, the school and local community, and official Departments of Education; but also between education policy, official curriculum, and official assessment regimes; and between the material spaces of schools such as school buildings, classrooms and outdoor spaces. These relations are complex and multidimensional, and are characterised by movement. This paper reports on the methodological approach of a recent ethnographic study in a secondary school in suburban Melbourne, Australia that investigated the complex socio-spatial relations that shape teachers’ intercultural work at this school. This paper reports on the nature of relations in school spaces across three domains - conceived, perceived and lived space - and identifies the kinds of rhythms these produce. I argue that this approach enables education researchers to examine in close detail the complex and mobile nature of relations that shape teachers' work in local settings, and may better inform a situated approach to curriculum and policy development.
{"title":"Rhythmanalysis as methodology for understanding the social complexity of school spaces","authors":"T. Davies","doi":"10.1177/00345237231163038","DOIUrl":"https://doi.org/10.1177/00345237231163038","url":null,"abstract":"This paper reports on Henri Lefebvre’s methodological approach of 'rhythmanalysis' as a productive tool to understand the complex social constructions of school spaces. Schooling is founded on relationships. These relationships exist in multi-directional and multi-layered ways between teachers, students, school leadership, parents and carers, the school and local community, and official Departments of Education; but also between education policy, official curriculum, and official assessment regimes; and between the material spaces of schools such as school buildings, classrooms and outdoor spaces. These relations are complex and multidimensional, and are characterised by movement. This paper reports on the methodological approach of a recent ethnographic study in a secondary school in suburban Melbourne, Australia that investigated the complex socio-spatial relations that shape teachers’ intercultural work at this school. This paper reports on the nature of relations in school spaces across three domains - conceived, perceived and lived space - and identifies the kinds of rhythms these produce. I argue that this approach enables education researchers to examine in close detail the complex and mobile nature of relations that shape teachers' work in local settings, and may better inform a situated approach to curriculum and policy development.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"45 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81410614","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 : 2023-03-12DOI: 10.1177/00345237231160079
D. Adhikari, Chandra Sharma Poudyal, Dr Rajan Binayek Pasa
The 2015 constitution of Nepal declared Nepal to be a Federal, Democratic, and Republic nation. The constitution has provided local governments the right to manage school education, and the 2017 Local Government Operation Act of Nepal has outlined the roles and responsibilities of local governments in taking guardianship of school education. Since 2017, Nepal has been in the process of institutionalising decentralised governance practices, but this is proceeding at a slow pace. Unprecedently, from early 2020, the COVID-pandemic hit hard the lives of Nepali people, and Nepali education suffered greatly. The pandemic has brought several opportunities for the government to devolve the management system of school education to local levels. This article is based upon the analysis of the six newly introduced plans, regulations, and guidelines in Nepali education, that aim to continue school education amid the COVID-pandemic. These newly introduced polices have significantly acknowledged and mobilised the local strengths in educational management. This research supports a new academic discussion on governance ideas of the Nepalese education system, induced by the COVID- 19 pandemic.
{"title":"COVID-Pandemic in Nepal: An Opportunity to Institutionalise Local Governance in School Education","authors":"D. Adhikari, Chandra Sharma Poudyal, Dr Rajan Binayek Pasa","doi":"10.1177/00345237231160079","DOIUrl":"https://doi.org/10.1177/00345237231160079","url":null,"abstract":"The 2015 constitution of Nepal declared Nepal to be a Federal, Democratic, and Republic nation. The constitution has provided local governments the right to manage school education, and the 2017 Local Government Operation Act of Nepal has outlined the roles and responsibilities of local governments in taking guardianship of school education. Since 2017, Nepal has been in the process of institutionalising decentralised governance practices, but this is proceeding at a slow pace. Unprecedently, from early 2020, the COVID-pandemic hit hard the lives of Nepali people, and Nepali education suffered greatly. The pandemic has brought several opportunities for the government to devolve the management system of school education to local levels. This article is based upon the analysis of the six newly introduced plans, regulations, and guidelines in Nepali education, that aim to continue school education amid the COVID-pandemic. These newly introduced polices have significantly acknowledged and mobilised the local strengths in educational management. This research supports a new academic discussion on governance ideas of the Nepalese education system, induced by the COVID- 19 pandemic.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"11 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79121199","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 : 2023-03-03DOI: 10.1177/00345237231160090
Maria Vamvalis
Young people’s ongoing, necessary confrontation with painful and distressing realities exacerbated by ecological precarity in diverse contexts has profound implications for formal education systems. Additionally, educational policy in many contexts has been slow to respond to the urgency of addressing climate change, nor has most policy robustly conceptualized a vision for climate justice education. Centering the voices of three young climate justice activists (ages 16–20) in Canada through a qualitative study, this paper explores possible educational responses that recognize the embodied consequences of climate injustice and inaction on youth mental health and well-being. Through their encounters with activism in collective, justice-centered movements, these young people articulate how their commitments to creating more life-affirming and equitable realities by challenging current economic and political structures and discourses are integral dimensions of their efforts to be and feel well (hopeful and purposeful) in a context of pronounced uncertainty and distress. Despite these possibilities, youth participants describe the overwhelming and complex emotions they are grappling with as they face dispiriting projections for the future. These growing challenges are an opportunity to reconsider common “apolitical” and individualized approaches to citizenship, climate and environmental education. Findings suggest that supporting youth to act thoughtfully and impactfully in transforming cultural, economic and political structures and systems that reproduce harm can be a way to nurture meaning, purpose and hope. Additionally, youth participants advocate for integrating robust resources and support within formal education institutions to assist in collectively processing the emotional and psychological impacts of climate injustice. At the same time, findings suggest that the participating youth did not yet integrate conceptions of ecological interrelationship or interconnection in their approaches, offering possible avenues for further pedagogical development.
{"title":"“We’re fighting for our lives”: Centering affective, collective and systemic approaches to climate justice education as a youth mental health imperative","authors":"Maria Vamvalis","doi":"10.1177/00345237231160090","DOIUrl":"https://doi.org/10.1177/00345237231160090","url":null,"abstract":"Young people’s ongoing, necessary confrontation with painful and distressing realities exacerbated by ecological precarity in diverse contexts has profound implications for formal education systems. Additionally, educational policy in many contexts has been slow to respond to the urgency of addressing climate change, nor has most policy robustly conceptualized a vision for climate justice education. Centering the voices of three young climate justice activists (ages 16–20) in Canada through a qualitative study, this paper explores possible educational responses that recognize the embodied consequences of climate injustice and inaction on youth mental health and well-being. Through their encounters with activism in collective, justice-centered movements, these young people articulate how their commitments to creating more life-affirming and equitable realities by challenging current economic and political structures and discourses are integral dimensions of their efforts to be and feel well (hopeful and purposeful) in a context of pronounced uncertainty and distress. Despite these possibilities, youth participants describe the overwhelming and complex emotions they are grappling with as they face dispiriting projections for the future. These growing challenges are an opportunity to reconsider common “apolitical” and individualized approaches to citizenship, climate and environmental education. Findings suggest that supporting youth to act thoughtfully and impactfully in transforming cultural, economic and political structures and systems that reproduce harm can be a way to nurture meaning, purpose and hope. Additionally, youth participants advocate for integrating robust resources and support within formal education institutions to assist in collectively processing the emotional and psychological impacts of climate injustice. At the same time, findings suggest that the participating youth did not yet integrate conceptions of ecological interrelationship or interconnection in their approaches, offering possible avenues for further pedagogical development.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"235 2 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72940652","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 : 2023-02-28DOI: 10.1177/00345237231158053
Andrew Rockliffe, J. McKay
In this paper, we present a novel approach to defining, teaching, and assessing creativity by examining its origins and delineating the processes involved. The rationale for introducing this framework developed from studying existing thinking and questioning the current metrics for measuring creativity, which we posit are unfit for purpose. We reach this conclusion because rather than accepting the existing focus on outcomes, we perceive creativity as a process based on different types of logic. Drawing upon the earlier work of De Bono and Kolb, we explore the creative process through the lenses of humour and systems engineering to reveal and develop a range of demonstrable skills and key techniques that can be learned, taught and assessed. By using the identified system inputs of creative logic, dialectic conflicts (dualities), alternate narratives, and abstraction, we ultimately present a possible framework for evaluating creativity without relying on subjective assessment. This methodology and framework can be applied in all educational contexts, from cross-curricular mainstream learning to a focus on excluded and hard-to-reach learners.
{"title":"Dualities in creative thinking: a novel approach to teaching and learning creativity","authors":"Andrew Rockliffe, J. McKay","doi":"10.1177/00345237231158053","DOIUrl":"https://doi.org/10.1177/00345237231158053","url":null,"abstract":"In this paper, we present a novel approach to defining, teaching, and assessing creativity by examining its origins and delineating the processes involved. The rationale for introducing this framework developed from studying existing thinking and questioning the current metrics for measuring creativity, which we posit are unfit for purpose. We reach this conclusion because rather than accepting the existing focus on outcomes, we perceive creativity as a process based on different types of logic. Drawing upon the earlier work of De Bono and Kolb, we explore the creative process through the lenses of humour and systems engineering to reveal and develop a range of demonstrable skills and key techniques that can be learned, taught and assessed. By using the identified system inputs of creative logic, dialectic conflicts (dualities), alternate narratives, and abstraction, we ultimately present a possible framework for evaluating creativity without relying on subjective assessment. This methodology and framework can be applied in all educational contexts, from cross-curricular mainstream learning to a focus on excluded and hard-to-reach learners.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"53 1","pages":"67 - 89"},"PeriodicalIF":1.3,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74677874","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 : 2023-02-24DOI: 10.1177/00345237231160085
T. Hampson, Jim McKinley
Mixed research is a methodology of growing importance both within and without education. This type of research forces researchers to reconcile conflicting ways of justifying and understanding research with results that have the potential to be forward pointing for all researchers. As mixed research has grown, mixed research has gained an increasingly solidified identity which is increasingly associated with the pragmatic paradigm. This paper seeks to describe and criticise pragmatism as a paradigm for mixed research. We identify six features of pragmatism which we argue render it unfit for purpose. 1. That it is a “paradigm of convenience” 2. That it takes a consequentialist view of good research. 3. That it takes a consequentialist view of truth. 4. That it assumes the answers to epistemic questions is “somewhere in the middle” 5. That it priorities the research question, rather than ontology or epistemology 6. That it treats itself as a prerequisite for mixed research. We argue that in prioritising flexibility and practicality over principles, pragmatism loses the ability to offer guidance to researchers. Furthermore, many of the issues with pragmatism arise from a conflation of paradigm and method. I.e., by thinking that there are quantitative and qualitative paradigms. We conclude that traditional paradigms are better served to act as a paradigm for mixed research.
{"title":"Problems posing as solutions: Criticising pragmatism as a paradigm for mixed research","authors":"T. Hampson, Jim McKinley","doi":"10.1177/00345237231160085","DOIUrl":"https://doi.org/10.1177/00345237231160085","url":null,"abstract":"Mixed research is a methodology of growing importance both within and without education. This type of research forces researchers to reconcile conflicting ways of justifying and understanding research with results that have the potential to be forward pointing for all researchers. As mixed research has grown, mixed research has gained an increasingly solidified identity which is increasingly associated with the pragmatic paradigm. This paper seeks to describe and criticise pragmatism as a paradigm for mixed research. We identify six features of pragmatism which we argue render it unfit for purpose. 1. That it is a “paradigm of convenience” 2. That it takes a consequentialist view of good research. 3. That it takes a consequentialist view of truth. 4. That it assumes the answers to epistemic questions is “somewhere in the middle” 5. That it priorities the research question, rather than ontology or epistemology 6. That it treats itself as a prerequisite for mixed research. We argue that in prioritising flexibility and practicality over principles, pragmatism loses the ability to offer guidance to researchers. Furthermore, many of the issues with pragmatism arise from a conflation of paradigm and method. I.e., by thinking that there are quantitative and qualitative paradigms. We conclude that traditional paradigms are better served to act as a paradigm for mixed research.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"40 1","pages":"124 - 138"},"PeriodicalIF":1.3,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90573418","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 : 2023-02-23DOI: 10.1177/00345237231160080
David Long, Joseph A. Henderson
Despite being one of the largest carbon emitters in the world, the United States has little direct emphasis on climate change in its schools. Even where there is desire to teach climate change, the politicization of climate change sees school leaders steering teachers away from the topic. This piece examines what we know about climate change education in the U.S., what types of curriculum we have had, what historical conditions saw the U.S. curriculum change, and asks whether and how climate change can and should be a superordinate concern of U.S. schooling. As U.S. schools on whole have never been a site of equity concerning matters of race, class, gender, and many other issues, we ask whether climate change will be subsumed or taken up as a concern. We pose two alternate futures: one in which the scale of climate change as a problem sees changes in how we educate our young and affect the future, or another where the potential for a healthy climate becomes a prime concern of burgeoning revanchist, fascistic leaning governments worldwide and ecofascist social movements within them.
{"title":"Climate change as superordinate curriculum?","authors":"David Long, Joseph A. Henderson","doi":"10.1177/00345237231160080","DOIUrl":"https://doi.org/10.1177/00345237231160080","url":null,"abstract":"Despite being one of the largest carbon emitters in the world, the United States has little direct emphasis on climate change in its schools. Even where there is desire to teach climate change, the politicization of climate change sees school leaders steering teachers away from the topic. This piece examines what we know about climate change education in the U.S., what types of curriculum we have had, what historical conditions saw the U.S. curriculum change, and asks whether and how climate change can and should be a superordinate concern of U.S. schooling. As U.S. schools on whole have never been a site of equity concerning matters of race, class, gender, and many other issues, we ask whether climate change will be subsumed or taken up as a concern. We pose two alternate futures: one in which the scale of climate change as a problem sees changes in how we educate our young and affect the future, or another where the potential for a healthy climate becomes a prime concern of burgeoning revanchist, fascistic leaning governments worldwide and ecofascist social movements within them.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"30 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77117686","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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