Pub Date : 2022-12-21DOI: 10.37119/ojs2022.v28i1b.650
Nicole Land, Narda Nelson
In this article, we interrogate how we might manifest early childhood education’s Twitter purview as a space for thinking with postdevelopmental pedagogies. Accordingly, we pay attention to the ethics and politics that shape our Twitter practices, asking how these activate postdevelopmental provocations. In this sense, postdevelopmental pedagogies refer to processes and questions that interrupt the assumptions, objectivity, universalism, and technocratic instrumentalism of child development that so often pervade ECE practice, including much of the #earlychildhoodeducation content. Anchored in the two Twitter accounts that we coordinate, we outline four practices for doing Twitter with postdevelopmental provocations: counterpublics, counter-narratives, and counter-memory, collectivity, and digital feminist activism. We then work through two examples, showing how we draw these practices into our decision making as we craft tweets to activate postdevelopmental questions. We conclude by offering forward questions that educators, pedagogists, researchers, and activists might carry into their own Twitter practices. Keywords: early childhood education, Twitter, postdevelopmental pedagogies, digital activism
{"title":"Doing Twitter, Postdevelopmental Pedagogies, and Digital Activism","authors":"Nicole Land, Narda Nelson","doi":"10.37119/ojs2022.v28i1b.650","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.650","url":null,"abstract":"In this article, we interrogate how we might manifest early childhood education’s Twitter purview as a space for thinking with postdevelopmental pedagogies. Accordingly, we pay attention to the ethics and politics that shape our Twitter practices, asking how these activate postdevelopmental provocations. In this sense, postdevelopmental pedagogies refer to processes and questions that interrupt the assumptions, objectivity, universalism, and technocratic instrumentalism of child development that so often pervade ECE practice, including much of the #earlychildhoodeducation content. Anchored in the two Twitter accounts that we coordinate, we outline four practices for doing Twitter with postdevelopmental provocations: counterpublics, counter-narratives, and counter-memory, collectivity, and digital feminist activism. We then work through two examples, showing how we draw these practices into our decision making as we craft tweets to activate postdevelopmental questions. We conclude by offering forward questions that educators, pedagogists, researchers, and activists might carry into their own Twitter practices.\u0000Keywords: early childhood education, Twitter, postdevelopmental pedagogies, digital activism","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72798768","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 : 2022-12-21DOI: 10.37119/ojs2022.v28i1b.646
Christine Massing, Patricia R. Lirette, Alexandra Paquette
The highly gendered, classed, and racialized early childhood education and care (ECEC) workforce in Canada labours under exploitative conditions: low status and pay and lack of recognition. Early childhood educators have recently faced two additional contextual shifts that further complicate their daily work and practice: the COVID-19 pandemic and the Federal announcement of funding for a national universal childcare system. This paper is the result of a broader study that set out to uncover the innovative changes and practices in ECEC policy, practice, and pedagogy enacted across provincial/territorial boundaries in diverse communities across Canada with the hope of contributing to the ongoing conversation informing the development of a new system of ECEC in Canada. Qualitative data for this paper were derived from solicited photo collages and a video-taped webinar conversation with early childhood educators, responding to the following question: “What does it mean to be an early childhood educator at this moment?” Viewed through a critical lens, the findings elucidated four intersecting narratives: loss, sacrifice, adaptation, and hope. This paper contributes to ongoing discussions about the fluid and contextual nature of professionalism within ECEC. As we attempt to mobilize for transformative change and social action in the development of a competent ECEC system in Canada, it is imperative to provide space for the lived experiences, critical insights, and interwoven story lines offered by educators and children. Keywords: early childhood education, early childhood educators, professionalism, care, COVID-19
{"title":"“With Fear in Our Bellies”: A Pan-Canadian Conversation With Early Childhood Educators","authors":"Christine Massing, Patricia R. Lirette, Alexandra Paquette","doi":"10.37119/ojs2022.v28i1b.646","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.646","url":null,"abstract":"The highly gendered, classed, and racialized early childhood education and care (ECEC) workforce in Canada labours under exploitative conditions: low status and pay and lack of recognition. Early childhood educators have recently faced two additional contextual shifts that further complicate their daily work and practice: the COVID-19 pandemic and the Federal announcement of funding for a national universal childcare system. This paper is the result of a broader study that set out to uncover the innovative changes and practices in ECEC policy, practice, and pedagogy enacted across provincial/territorial boundaries in diverse communities across Canada with the hope of contributing to the ongoing conversation informing the development of a new system of ECEC in Canada. Qualitative data for this paper were derived from solicited photo collages and a video-taped webinar conversation with early childhood educators, responding to the following question: “What does it mean to be an early childhood educator at this moment?” Viewed through a critical lens, the findings elucidated four intersecting narratives: loss, sacrifice, adaptation, and hope. This paper contributes to ongoing discussions about the fluid and contextual nature of professionalism within ECEC. As we attempt to mobilize for transformative change and social action in the development of a competent ECEC system in Canada, it is imperative to provide space for the lived experiences, critical insights, and interwoven story lines offered by educators and children.\u0000Keywords: early childhood education, early childhood educators, professionalism, care, COVID-19","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75706658","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 : 2022-12-21DOI: 10.37119/ojs2022.v28i1b.661
Kamogelo Amanda Matebekwane
In this essay, I reflect on my lived experiences as a girl child growing up in my home country of Botswana, and also as a mother in a foreign country, Canada. I am experimenting with my personal essay and making connections with academic articles that will help me understand my behaviors, attitudes, and responses to challenging situations that seemed unfair and unjust. I believe sharing my experiences not only gives me a platform to reflect, but also renders an opportunity to unearth hidden ideologies that perpetuate dominant discourses that continue to undesirably affect early childhood education. Sharing the unfortunate events for me brings healing and comfort. My essay is guided by critical race theory that provokes and challenges the normalized practices in education that continue to marginalize the minority community. Also, my inspiration for this piece was drawn from Wallace and Lewis’s (2020) book, which described humans as narrative creatures who need stories/narratives to make sense of the world around them. The essay unpacks and discusses four critical questions, at the same time, offering acts of resistance and refusal by applying counter-storytelling methodology. Keywords: counter-storytelling, critical race theory, lived experiences, racialized minorities, early childhood education, acts of resistance and refusal
{"title":"Counter-Storytelling: A Form of Resistance and Tool to Reimagine More Inclusive Early Childhood Education Spaces","authors":"Kamogelo Amanda Matebekwane","doi":"10.37119/ojs2022.v28i1b.661","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.661","url":null,"abstract":"In this essay, I reflect on my lived experiences as a girl child growing up in my home country of Botswana, and also as a mother in a foreign country, Canada. I am experimenting with my personal essay and making connections with academic articles that will help me understand my behaviors, attitudes, and responses to challenging situations that seemed unfair and unjust. I believe sharing my experiences not only gives me a platform to reflect, but also renders an opportunity to unearth hidden ideologies that perpetuate dominant discourses that continue to undesirably affect early childhood education. Sharing the unfortunate events for me brings healing and comfort. My essay is guided by critical race theory that provokes and challenges the normalized practices in education that continue to marginalize the minority community. Also, my inspiration for this piece was drawn from Wallace and Lewis’s (2020) book, which described humans as narrative creatures who need stories/narratives to make sense of the world around them. The essay unpacks and discusses four critical questions, at the same time, offering acts of resistance and refusal by applying counter-storytelling methodology. Keywords: counter-storytelling, critical race theory, lived experiences, racialized minorities, early childhood education, acts of resistance and refusal","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72469656","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 : 2022-12-21DOI: 10.37119/ojs2022.v28i1b.648
Lisa Johnston
In this conceptual article, I argue that there is a difference between codified ethics and the ethical. I begin by situating code of ethics in the broader professionalization movement in early childhood education. Drawing upon Gunilla Dahlberg and Peter Moss (2005), I discuss the dematerialization of early childhood educators (ECEs) and the instrumentalization of early childhood education and care (ECEC) in Ontario through the implementation of the Code of Ethics by the College of Early Childhood Education ( 2017). Thinking with Eve Tuck’s (2018) question of “How shall we live?” (p. 157), I take up a critical invitation from Sharon Todd (2003) to consider how codified ethics in education may be rethought “as a relation across difference” (p. 2). I work conceptually with the imagery of nodes from the film Sleep Dealer by Alex Rivera (2008) as an aesthetic device to examine the effect of codified ethics on ECEs. Finally, in conversation with Joanna Zylinska (2014) and Tim Ingold (2011), I re-frame instrumentalized nodes/codes of ethics within the complexity of knots and meshworks to recover the ethical in early childhood education. I offer this piece as a warning that solely relying on codified ethics completes the transformation of the ECE into a worker technician and may be leading us toward a dystopian future and as a call to activism to engage in the complex ethical work required in the small everyday spaces of the early childhood classroom. Keywords: early childhood education, codified ethics, ethical, nodes, dematerialization, instrumentalization
{"title":"Node-ified Ethics: Contesting Codified Ethics as Unethical in ECEC in Ontario","authors":"Lisa Johnston","doi":"10.37119/ojs2022.v28i1b.648","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.648","url":null,"abstract":"In this conceptual article, I argue that there is a difference between codified ethics and the ethical. I begin by situating code of ethics in the broader professionalization movement in early childhood education. Drawing upon Gunilla Dahlberg and Peter Moss (2005), I discuss the dematerialization of early childhood educators (ECEs) and the instrumentalization of early childhood education and care (ECEC) in Ontario through the implementation of the Code of Ethics by the College of Early Childhood Education ( 2017). Thinking with Eve Tuck’s (2018) question of “How shall we live?” (p. 157), I take up a critical invitation from Sharon Todd (2003) to consider how codified ethics in education may be rethought “as a relation across difference” (p. 2). I work conceptually with the imagery of nodes from the film Sleep Dealer by Alex Rivera (2008) as an aesthetic device to examine the effect of codified ethics on ECEs. Finally, in conversation with Joanna Zylinska (2014) and Tim Ingold (2011), I re-frame instrumentalized nodes/codes of ethics within the complexity of knots and meshworks to recover the ethical in early childhood education. I offer this piece as a warning that solely relying on codified ethics completes the transformation of the ECE into a worker technician and may be leading us toward a dystopian future and as a call to activism to engage in the complex ethical work required in the small everyday spaces of the early childhood classroom.\u0000Keywords: early childhood education, codified ethics, ethical, nodes, dematerialization, instrumentalization","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77696788","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 : 2022-12-21DOI: 10.37119/ojs2022.v28i1b.682
Emily Ashton, I. Berger, Esther Maeers, A. Paquette
Editorial for the Sketching Narratives of Movement in Early Childhood Education and Care Special Issue
《幼儿教育与关爱中的运动素描叙事》特刊社论
{"title":"Editorial: Sketching Narratives of Movement in Early Childhood Education and Care","authors":"Emily Ashton, I. Berger, Esther Maeers, A. Paquette","doi":"10.37119/ojs2022.v28i1b.682","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.682","url":null,"abstract":"Editorial for the Sketching Narratives of Movement in Early Childhood Education and Care Special Issue","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86437824","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 : 2022-12-21DOI: 10.37119/ojs2022.v28i1b.655
Esther Maeers, Jane Hewes, Monica Lysack, P. Whitty
In Canada, multiple, intersecting, and incommensurable narratives promote investment in a public ECEC system. These dominant narratives are typically justified through an entanglement of discourses, including gender equity, colonialism, developmentalism, investment in children as future workers, and childcare as social infrastructure. With COVID-19, renewed economic arguments propose ECEC as an essential service, jump-starting an economy ravaged by the pandemic. Taking up a conversational approach, we question the potency of dominant narratives proliferated in media and policy initiatives as a way to effect large-scale change, and we seek to better understand alternative narratives of ECEC. We are drawn to those spaces where a range of new texts and narratives are generating possibilities for transformative changes. We co-create a bricolage of minor stories (Taylor, 2020) of change, keeping in mind Eve Tuck’s (2018a) theory of change and Elise Couture-Grondin’s (2018) premise of stories as theory. Keywords: early childhood education, policy, change, COVID-19, colonialism, throwntogetherness
{"title":"Pandemic-Provoked “Throwntogetherness”: Narrating Change in ECEC in Canada","authors":"Esther Maeers, Jane Hewes, Monica Lysack, P. Whitty","doi":"10.37119/ojs2022.v28i1b.655","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.655","url":null,"abstract":"In Canada, multiple, intersecting, and incommensurable narratives promote investment in a public ECEC system. These dominant narratives are typically justified through an entanglement of discourses, including gender equity, colonialism, developmentalism, investment in children as future workers, and childcare as social infrastructure. With COVID-19, renewed economic arguments propose ECEC as an essential service, jump-starting an economy ravaged by the pandemic. Taking up a conversational approach, we question the potency of dominant narratives proliferated in media and policy initiatives as a way to effect large-scale change, and we seek to better understand alternative narratives of ECEC. We are drawn to those spaces where a range of new texts and narratives are generating possibilities for transformative changes. We co-create a bricolage of minor stories (Taylor, 2020) of change, keeping in mind Eve Tuck’s (2018a) theory of change and Elise Couture-Grondin’s (2018) premise of stories as theory.\u0000Keywords: early childhood education, policy, change, COVID-19, colonialism, throwntogetherness","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86022542","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}
In this paper, we, four students with diverse social locations, explore the development of preservice educators’ professional identities as political resisters. Through our experiences in an Ontario college, we found commonality in our emerging need to resist “alarming discourses” (Whitty et al., 2020, p. 8). By dissecting and analyzing the neoliberal narrative perpetuated by our educational institution, we refused the notion of being the good ECE (Langford, 2007). Rejecting the universalism and totalism of Western European curricular and pedagogical inheritances, we set out to create a space to embrace alternative narratives to critically question our role and the expectations of our profession in a neoliberal world. This space was used for ECEC advocacy and brought together our student community, creating an opportunity to mentor while fostering human connections from our stories. Through collaboration, we reaffirm the importance of building community and reciprocal mentorship for nurturing and developing political agency within our field. We are motivated to sustain this critical space, to serve as a place of resistance for other students who question “universal truths.” Education comes from more than the diploma received. Keywords: Early childhood educators, professional identity, resistance, student advocacy, post-secondary institutions, ethics of care
{"title":"Embracing Our Power: ECE Students’ Experiences Creating Spaces of Resistance in Post-Secondary Institutions","authors":"Camila Casas Hernandez, Luyu Hu, Tammy Primeau McNabb, Grace Wolfe","doi":"10.37119/ojs2022.v28i1b.651","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.651","url":null,"abstract":"In this paper, we, four students with diverse social locations, explore the development of preservice educators’ professional identities as political resisters. Through our experiences in an Ontario college, we found commonality in our emerging need to resist “alarming discourses” (Whitty et al., 2020, p. 8). By dissecting and analyzing the neoliberal narrative perpetuated by our educational institution, we refused the notion of being the good ECE (Langford, 2007). Rejecting the universalism and totalism of Western European curricular and pedagogical inheritances, we set out to create a space to embrace alternative narratives to critically question our role and the expectations of our profession in a neoliberal world. This space was used for ECEC advocacy and brought together our student community, creating an opportunity to mentor while fostering human connections from our stories. Through collaboration, we reaffirm the importance of building community and reciprocal mentorship for nurturing and developing political agency within our field. We are motivated to sustain this critical space, to serve as a place of resistance for other students who question “universal truths.” Education comes from more than the diploma received.\u0000Keywords: Early childhood educators, professional identity, resistance, student advocacy, post-secondary institutions, ethics of care","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90327944","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 : 2022-12-09DOI: 10.37119/ojs2022.v28i1a.614
N. Kazmi
In this article, I examine the lived experiences of two young women from urban slums in India who participated in an after-school program focusing on issues of gender inequality within their homes, communities, and schools. Through unstructured and semi-structured interviews and observations, this paper argues that young women from marginalized spaces resist patriarchal structures of society through everyday acts of resistance. Using narrative inquiry, the data reveal that young women use different yet interconnected means to resist oppression in their daily lives. The article makes a case for expanding feminist resistance scholarship to be inclusive of young women at the periphery and their everyday resistance for finding a voice. Keywords: youth activism, narrative inquiry, lived experiences, pedagogical praxis, feminist resistance
{"title":"Feminist Resistance Through the Lens of Everyday Lived Experiences of Young Women in India","authors":"N. Kazmi","doi":"10.37119/ojs2022.v28i1a.614","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1a.614","url":null,"abstract":"In this article, I examine the lived experiences of two young women from urban slums in India who participated in an after-school program focusing on issues of gender inequality within their homes, communities, and schools. Through unstructured and semi-structured interviews and observations, this paper argues that young women from marginalized spaces resist patriarchal structures of society through everyday acts of resistance. Using narrative inquiry, the data reveal that young women use different yet interconnected means to resist oppression in their daily lives. The article makes a case for expanding feminist resistance scholarship to be inclusive of young women at the periphery and their everyday resistance for finding a voice.\u0000Keywords: youth activism, narrative inquiry, lived experiences, pedagogical praxis, feminist resistance","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74130243","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 : 2022-12-09DOI: 10.37119/ojs2022.v28i1a.628
E. Lindgren, Kristina Sehlin Macneil
Abstract Participatory research methods in education, such as action research, have been around for some time. Recently, not only researchers but also research policy makers have highlighted the importance of participation between society and research. Citizen science, science with and for society, and practice-based educational research are examples of approaches that aim to bring society and research more closely together. In this paper, we explore underlying premises behind practice-based research policies in the EU and in Swedish educational research policy. In order to understand how participation can be understood, we have analysed them closely through a lens of Indigenous methodologies. Results reveal an underlying understanding of participation as nonreciprocal where expertise is a key concept, researchers hold this expertise, and where the main responsibilities for research lie with the researchers. However, the results also indicate a sense of respect for practice and a willingness to form relationships between research and practice. Keywords: practice-based research, school-based research, participatory research, Indigenous methodologies, Citizen science, research policy
{"title":"Practice-Based Research Policy in the Light of Indigenous Methodologies: The EU and Swedish Education","authors":"E. Lindgren, Kristina Sehlin Macneil","doi":"10.37119/ojs2022.v28i1a.628","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1a.628","url":null,"abstract":"Abstract\u0000Participatory research methods in education, such as action research, have been around for some time. Recently, not only researchers but also research policy makers have highlighted the importance of participation between society and research. Citizen science, science with and for society, and practice-based educational research are examples of approaches that aim to bring society and research more closely together. In this paper, we explore underlying premises behind practice-based research policies in the EU and in Swedish educational research policy. In order to understand how participation can be understood, we have analysed them closely through a lens of Indigenous methodologies. Results reveal an underlying understanding of participation as nonreciprocal where expertise is a key concept, researchers hold this expertise, and where the main responsibilities for research lie with the researchers. However, the results also indicate a sense of respect for practice and a willingness to form relationships between research and practice.\u0000Keywords: practice-based research, school-based research, participatory research, Indigenous methodologies, Citizen science, research policy","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74146300","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 : 2022-12-09DOI: 10.37119/ojs2022.v28i1a.647
Kamogelo Amanda Matebekwane
A Review of #BlackInSchool by Habiba Cooper Diall
Habiba Cooper Diall对#BlackInSchool的评论
{"title":"A Review of #BlackInSchool by Habiba Cooper Diallo","authors":"Kamogelo Amanda Matebekwane","doi":"10.37119/ojs2022.v28i1a.647","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1a.647","url":null,"abstract":"A Review of #BlackInSchool by Habiba Cooper Diall","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74103444","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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