Pub Date : 2023-03-15DOI: 10.1080/1743727X.2023.2200637
Jo Rose, L. Todd
One of the big issues that we are all facing in our lives and (to greater or lesser extent) in our research, is that of sustainable futures: how can we ensure that we are creating a world where everyone is empowered to ‘make informed decisions in favour of environmental integrity, economic viability and a just society for present and future generations’ (UNESCO 2021, p.1)? In relation to education, questions arise around what sustainable education means, and how sustainability relates to research methods in education. UNESCO’s sustainable development goals relate explicitly to the provision of ‘inclusive and equitable quality education and promote lifelong learning education for all’ (United Nations 2015, p.18), and implicitly link to education in terms of the contribution that education can make in our progress towards all 17 sustainable development goals. Sustainable education, then, is both about ensuring our education is inclusive, equitable, and high-quality, and about learning how we can live in an environmentally and economically sustainable and socially just way, so we can create sustainable futures for forthcoming generations. Turning to research methods in education, these relate to sustainability in terms of the methods we use to research sustainable education, and to research education that helps make progress towards the SDGs, but also in terms of how we can ensure that our methods themselves have environmental integrity and are socially just. Last year’s double Special Issue in the International Journal of Research & Method in Education, on Racially-Just Methodologies (Rizvi 2022a, 2022b), brought to the fore conversations around racial and social justice in our methods. These conversations are continuing and are opening up discussions about what is valued as method and methodologies, and whose traditions are drawn upon in our approaches to research. Another strand to the conversation around sustainable research methods, however, also includes that of environmental sustainability. Below, we consider how one aspect of environmental sustainability that of international travel relates to building research relationships and sharing of ideas and ways of thinking, and as such might help us step beyond traditional colonial approaches to educational research methods. Aswemove into apost-covidworld,manyof us are enjoying the return to in-person interaction, but also valuing the flexibility that a more digitally-focused world brings. On the face of it, our increasing digital literacy (which the covid pandemic necessitated) has meant that we now have more flexibility in interactingwithothers fromaround theworld, andweareno longer reliant on international travel to meet with others. Researchers and academics were forced to become more digitally-literate as a profession during the pandemic (e.g. Keen et al. 2022; Roberts et al. 2021). This has meant that we have expanded our repertoire of what is ‘normal’ in terms of interaction with others. Mee
{"title":"Research collaboration and sustainability: taking it slow","authors":"Jo Rose, L. Todd","doi":"10.1080/1743727X.2023.2200637","DOIUrl":"https://doi.org/10.1080/1743727X.2023.2200637","url":null,"abstract":"One of the big issues that we are all facing in our lives and (to greater or lesser extent) in our research, is that of sustainable futures: how can we ensure that we are creating a world where everyone is empowered to ‘make informed decisions in favour of environmental integrity, economic viability and a just society for present and future generations’ (UNESCO 2021, p.1)? In relation to education, questions arise around what sustainable education means, and how sustainability relates to research methods in education. UNESCO’s sustainable development goals relate explicitly to the provision of ‘inclusive and equitable quality education and promote lifelong learning education for all’ (United Nations 2015, p.18), and implicitly link to education in terms of the contribution that education can make in our progress towards all 17 sustainable development goals. Sustainable education, then, is both about ensuring our education is inclusive, equitable, and high-quality, and about learning how we can live in an environmentally and economically sustainable and socially just way, so we can create sustainable futures for forthcoming generations. Turning to research methods in education, these relate to sustainability in terms of the methods we use to research sustainable education, and to research education that helps make progress towards the SDGs, but also in terms of how we can ensure that our methods themselves have environmental integrity and are socially just. Last year’s double Special Issue in the International Journal of Research & Method in Education, on Racially-Just Methodologies (Rizvi 2022a, 2022b), brought to the fore conversations around racial and social justice in our methods. These conversations are continuing and are opening up discussions about what is valued as method and methodologies, and whose traditions are drawn upon in our approaches to research. Another strand to the conversation around sustainable research methods, however, also includes that of environmental sustainability. Below, we consider how one aspect of environmental sustainability that of international travel relates to building research relationships and sharing of ideas and ways of thinking, and as such might help us step beyond traditional colonial approaches to educational research methods. Aswemove into apost-covidworld,manyof us are enjoying the return to in-person interaction, but also valuing the flexibility that a more digitally-focused world brings. On the face of it, our increasing digital literacy (which the covid pandemic necessitated) has meant that we now have more flexibility in interactingwithothers fromaround theworld, andweareno longer reliant on international travel to meet with others. Researchers and academics were forced to become more digitally-literate as a profession during the pandemic (e.g. Keen et al. 2022; Roberts et al. 2021). This has meant that we have expanded our repertoire of what is ‘normal’ in terms of interaction with others. Mee","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42629421","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: 10.1080/1743727X.2023.2182876
Md. Shajedur Rahman
ABSTRACT The current debates in the area of researchers’ positionalities criticize the notion of the ‘insider/outsider’ dichotomy and favour the idea of a fluid inbetweener position. However, these narratives foreground researchers’ perspectives and often ignore participants’ agency in constructing a researcher's positionality in the field. In this paper, as an early career researcher, I analyze my journey with my own positionalities in ethnographic research in a rural community in Bangladesh. Adopting a Critical Realist ontological standpoint, I argue that positionalities are co-constructed by researcher and participant and are products of complex interactions between their agencies and the social structure. I illustrate how reflexivity, taking both my and the participants’ views into account, facilitated my movement towards a position where the participants expose their habitual behaviour (not hesitating to offer their day-to-day food – mash potato) rather than providing superficial information (as they do to a guest, for whom they will at least fry an egg – a special arrangement – for dinner).
{"title":"From fried egg to mashed potato and lentils: navigating positionalities in ethnographic research in a global south context","authors":"Md. Shajedur Rahman","doi":"10.1080/1743727X.2023.2182876","DOIUrl":"https://doi.org/10.1080/1743727X.2023.2182876","url":null,"abstract":"ABSTRACT The current debates in the area of researchers’ positionalities criticize the notion of the ‘insider/outsider’ dichotomy and favour the idea of a fluid inbetweener position. However, these narratives foreground researchers’ perspectives and often ignore participants’ agency in constructing a researcher's positionality in the field. In this paper, as an early career researcher, I analyze my journey with my own positionalities in ethnographic research in a rural community in Bangladesh. Adopting a Critical Realist ontological standpoint, I argue that positionalities are co-constructed by researcher and participant and are products of complex interactions between their agencies and the social structure. I illustrate how reflexivity, taking both my and the participants’ views into account, facilitated my movement towards a position where the participants expose their habitual behaviour (not hesitating to offer their day-to-day food – mash potato) rather than providing superficial information (as they do to a guest, for whom they will at least fry an egg – a special arrangement – for dinner).","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48565680","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: 10.1080/1743727X.2023.2182877
Colin Foster
ABSTRACT This paper introduces a simple, quotient effect size, termed (for ‘quotient’), suitable for reporting on the effectiveness of educational interventions. The quotient effect size for a pre-test-post-test design is defined as the gain score (i.e. post-test minus pre-test) for the intervention group, divided by the gain score for the control group. This quotient effect size measure is easy to calculate and interpret, and, like Cohen’s , is scale-free. However, it achieves scale independence without acquiring the well-reported difficulties that arise with standardized effect sizes, such as Cohen’s , as a result of incorporating the standard deviation. Since the standard deviation is sensitive to many factors that are unrelated to ‘the effect’, Cohen’s is not a pure measure of ‘effect’. By contrast, the quotient effect size, , is dimensionless, without needing to involve the standard deviation, and is consequently intuitively easy to comprehend and communicate. For example, a of would mean that the intervention group improved by 20% more than the control group did. This paper explores the advantages of using as an effect size for reporting on the effectiveness of educational interventions, as compared with Cohen’s , and addresses some possible objections.
{"title":"A quotient effect size for educational interventions","authors":"Colin Foster","doi":"10.1080/1743727X.2023.2182877","DOIUrl":"https://doi.org/10.1080/1743727X.2023.2182877","url":null,"abstract":"ABSTRACT This paper introduces a simple, quotient effect size, termed (for ‘quotient’), suitable for reporting on the effectiveness of educational interventions. The quotient effect size for a pre-test-post-test design is defined as the gain score (i.e. post-test minus pre-test) for the intervention group, divided by the gain score for the control group. This quotient effect size measure is easy to calculate and interpret, and, like Cohen’s , is scale-free. However, it achieves scale independence without acquiring the well-reported difficulties that arise with standardized effect sizes, such as Cohen’s , as a result of incorporating the standard deviation. Since the standard deviation is sensitive to many factors that are unrelated to ‘the effect’, Cohen’s is not a pure measure of ‘effect’. By contrast, the quotient effect size, , is dimensionless, without needing to involve the standard deviation, and is consequently intuitively easy to comprehend and communicate. For example, a of would mean that the intervention group improved by 20% more than the control group did. This paper explores the advantages of using as an effect size for reporting on the effectiveness of educational interventions, as compared with Cohen’s , and addresses some possible objections.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91121619","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 : 2023-01-23DOI: 10.1080/1743727X.2023.2167977
Philip Mark Nicholson
ABSTRACT This article presents a sociocultural conceptual framework for researching pedagogy as the performance of teaching together with its attendant discourse. The framework, referred to as pedagogy-as-praxis, consists of two core elements that draw on, combine and adapt several different yet complimentary theoretical perspectives. First, Alexander's action-based framework (the what) and components of Bernstein's theory on educational transmission (the how) are combined to intricately and sensitively describe the performance of teaching. Second, by positioning the performance of teaching as the tool element within an adapted and extended activity system, the remaining activity theory elements – subject, object, rules, community and division of labour – are applied to understand the discourse that produces, structures and influences its modality (the why). When combined within the pedagogy-as-praxis framework, these theoretical perspectives enable an analysis of how socio-cultural-political factors shape and mediate educational practices. The article starts by considering the definition of pedagogy upon which the framework is based before outlining the theoretical perspectives it is underpinned by. The framework and its constituting elements are then applied and demonstrated.
{"title":"Pedagogy-as-praxis: a sociocultural framework for researching pedagogy as performance and discourse","authors":"Philip Mark Nicholson","doi":"10.1080/1743727X.2023.2167977","DOIUrl":"https://doi.org/10.1080/1743727X.2023.2167977","url":null,"abstract":"ABSTRACT This article presents a sociocultural conceptual framework for researching pedagogy as the performance of teaching together with its attendant discourse. The framework, referred to as pedagogy-as-praxis, consists of two core elements that draw on, combine and adapt several different yet complimentary theoretical perspectives. First, Alexander's action-based framework (the what) and components of Bernstein's theory on educational transmission (the how) are combined to intricately and sensitively describe the performance of teaching. Second, by positioning the performance of teaching as the tool element within an adapted and extended activity system, the remaining activity theory elements – subject, object, rules, community and division of labour – are applied to understand the discourse that produces, structures and influences its modality (the why). When combined within the pedagogy-as-praxis framework, these theoretical perspectives enable an analysis of how socio-cultural-political factors shape and mediate educational practices. The article starts by considering the definition of pedagogy upon which the framework is based before outlining the theoretical perspectives it is underpinned by. The framework and its constituting elements are then applied and demonstrated.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48693731","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 : 2023-01-23DOI: 10.1080/1743727X.2023.2167976
Vanessa Ferraz Almeida Neves, L. Katz, Elenice de Brito Teixeira Silva, Alice de Paiva Macário
ABSTRACT Our purpose in this article is to examine the subjective processes of researchers while becoming conscious during the investigation of infants and toddlers (I/Ts) in educational settings. Based on the intertwining between Cultural-historical Psychology and Ethnography in Education, we followed a group of I/Ts at a Brazilian Early Childhood Education Center between 2017 and 2019. This extended length of time in the field allowed us to build a logic of inquiry with consciousness as its foundation. We focus on an analysis of four events which occurred at different times within this two-year period that make visible the researcher’s processes of becoming conscious at the center of the research process itself. Becoming conscious enabled repositioning ourselves as researchers, transforming the research process, and reorganizing the latter as a whole. In this study, we demonstrate that ‘becoming conscious’ involves considering whether the research extends beyond being an object of knowledge, and includes a meta-analysis of the research path actually taken through approximations and distancing with data, as well as the creation of new interpretations, solutions and combinations of these, as the study progressed. We argue that becoming conscious, as a relational and situated process, is an essential dimension of educational research.
{"title":"Researchers’ subjectivities in a study of infants & toddlers","authors":"Vanessa Ferraz Almeida Neves, L. Katz, Elenice de Brito Teixeira Silva, Alice de Paiva Macário","doi":"10.1080/1743727X.2023.2167976","DOIUrl":"https://doi.org/10.1080/1743727X.2023.2167976","url":null,"abstract":"ABSTRACT Our purpose in this article is to examine the subjective processes of researchers while becoming conscious during the investigation of infants and toddlers (I/Ts) in educational settings. Based on the intertwining between Cultural-historical Psychology and Ethnography in Education, we followed a group of I/Ts at a Brazilian Early Childhood Education Center between 2017 and 2019. This extended length of time in the field allowed us to build a logic of inquiry with consciousness as its foundation. We focus on an analysis of four events which occurred at different times within this two-year period that make visible the researcher’s processes of becoming conscious at the center of the research process itself. Becoming conscious enabled repositioning ourselves as researchers, transforming the research process, and reorganizing the latter as a whole. In this study, we demonstrate that ‘becoming conscious’ involves considering whether the research extends beyond being an object of knowledge, and includes a meta-analysis of the research path actually taken through approximations and distancing with data, as well as the creation of new interpretations, solutions and combinations of these, as the study progressed. We argue that becoming conscious, as a relational and situated process, is an essential dimension of educational research.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41492166","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 : 2023-01-11DOI: 10.1080/1743727X.2022.2161759
Paulina Ruiz-Cabello
This book is the fi rst edited volume in the series ‘ Emerald Studies in Out-of-School Learning ’ . It focuses on the methodological challenges faced and decisions taken by researchers in nine studies in the fi eld of children ’ s and youth ’ s learning beyond school. As stated in the introduction, the book aims to provide conceptual tools to re fl ect, design, and carry out research in a fi eld in which the object of study (i.e., out-of-school learning) is often not concrete enough from the start and takes place in porous and dynamic spaces. After the introduction, the book is structured into separate chapters for each individual case study, seven thematic chapters that discuss the methodological aspects across the cases, and culminating with a conclusion chapter that connects the dots across studies and thematic chapters. The case studies (CS) are elaborated in the shape of 10- to 14-page re fl ective pieces. Each sum-marizes the aims and fi ndings of the case study in question, to then focus on one or more methodological challenges encountered during fi eldwork, and ways of addressing them by its authors. These challenges include: relationship building and fl exibility (CS6, CS7, CS9), analysing data from di ff erent sources (CS1), rede fi nition of concepts or philosophical approaches (CS3, CS4, CS8), situated ethics (CS2, CS5), and positionalities (CS4, CS5). Each case study fi nishes with a text box presenting meth-odology highlights at the end of the chapter, which links nicely with the discussion that will take place later in the thematic chapters. The special
{"title":"Repositioning out-of-school learning: methodological challenges and possibilities for researching learning beyond school","authors":"Paulina Ruiz-Cabello","doi":"10.1080/1743727X.2022.2161759","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2161759","url":null,"abstract":"This book is the fi rst edited volume in the series ‘ Emerald Studies in Out-of-School Learning ’ . It focuses on the methodological challenges faced and decisions taken by researchers in nine studies in the fi eld of children ’ s and youth ’ s learning beyond school. As stated in the introduction, the book aims to provide conceptual tools to re fl ect, design, and carry out research in a fi eld in which the object of study (i.e., out-of-school learning) is often not concrete enough from the start and takes place in porous and dynamic spaces. After the introduction, the book is structured into separate chapters for each individual case study, seven thematic chapters that discuss the methodological aspects across the cases, and culminating with a conclusion chapter that connects the dots across studies and thematic chapters. The case studies (CS) are elaborated in the shape of 10- to 14-page re fl ective pieces. Each sum-marizes the aims and fi ndings of the case study in question, to then focus on one or more methodological challenges encountered during fi eldwork, and ways of addressing them by its authors. These challenges include: relationship building and fl exibility (CS6, CS7, CS9), analysing data from di ff erent sources (CS1), rede fi nition of concepts or philosophical approaches (CS3, CS4, CS8), situated ethics (CS2, CS5), and positionalities (CS4, CS5). Each case study fi nishes with a text box presenting meth-odology highlights at the end of the chapter, which links nicely with the discussion that will take place later in the thematic chapters. The special","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49174998","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 : 2022-12-28DOI: 10.1080/1743727x.2022.2161758
S. Gibbs
{"title":"Educational research: an unorthodox introduction","authors":"S. Gibbs","doi":"10.1080/1743727x.2022.2161758","DOIUrl":"https://doi.org/10.1080/1743727x.2022.2161758","url":null,"abstract":"","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47001327","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 : 2022-12-05DOI: 10.1080/1743727X.2022.2149728
Juliet Scott-Barrett, K. Cebula, L. Florian
ABSTRACT Autistic children face significant barriers to having their views listened to in research. Inaccessible research encounters and inflexible communication strategies on the part of a research team can prevent opportunities for children to engage meaningfully in the research. Researchers must strive to offer opportunities for meaningful self-expression, and improve the way they seek autistic children’s points of view. This article explores ways to engage with, and listen to, the views of autistic children in school-based research contexts. Twelve autistic children took part in view-seeking research about their school and playground environment, and reflected on their experience of taking part in the research. The children contributed their ideas through walking tours, photography, LEGO® models, and interviews with the researcher and their peers. The multimodal qualitative data were analysed iteratively and thematically, with findings highlighting issues of perceptions of audience, creativity, control and enjoyment. The different research activities stimulated diverse modes of expression and generated different kinds of insights. Implications are considered for how researchers can seek to creatively co-develop engagement and opportunities for self-expression with children who participate in research. This research emphasizes the importance of creating accessible and meaningful opportunities to engage with and foreground autistic children’s perspectives.
{"title":"The experiences and views of autistic children participating in multimodal view-seeking research","authors":"Juliet Scott-Barrett, K. Cebula, L. Florian","doi":"10.1080/1743727X.2022.2149728","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2149728","url":null,"abstract":"ABSTRACT Autistic children face significant barriers to having their views listened to in research. Inaccessible research encounters and inflexible communication strategies on the part of a research team can prevent opportunities for children to engage meaningfully in the research. Researchers must strive to offer opportunities for meaningful self-expression, and improve the way they seek autistic children’s points of view. This article explores ways to engage with, and listen to, the views of autistic children in school-based research contexts. Twelve autistic children took part in view-seeking research about their school and playground environment, and reflected on their experience of taking part in the research. The children contributed their ideas through walking tours, photography, LEGO® models, and interviews with the researcher and their peers. The multimodal qualitative data were analysed iteratively and thematically, with findings highlighting issues of perceptions of audience, creativity, control and enjoyment. The different research activities stimulated diverse modes of expression and generated different kinds of insights. Implications are considered for how researchers can seek to creatively co-develop engagement and opportunities for self-expression with children who participate in research. This research emphasizes the importance of creating accessible and meaningful opportunities to engage with and foreground autistic children’s perspectives.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48172894","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 : 2022-11-30DOI: 10.1080/1743727X.2022.2151999
Deniese Cox, Sarah Prestridge, S. Hodge
ABSTRACT Researchers who investigate value-laden professional practices face the challenge of creating a space in which to explore workplace priorities. Education professionals, for example, are keyed to the development and wellbeing of their students, yet frequently work in environments in which there are constraints on their practice. These professionals often have to find a balance among priorities, a process accompanied by reflection and professional conversations. For researchers seeking insight into the work of these professionals, accessing these reflections is not necessarily straightforward. This paper presents a method whereby sorting and think-aloud techniques were combined to create a space in which professionals could share reflections on professional priorities. Employing a magnetic board representing normative dimensions of high importance/low importance, and should/should not, participants were able to decide where to place magnetic labels capturing different aspects of their work. While interacting with the sorting task, participants verbalized their deliberations which were recorded, along with their label placements. Meaningful qualitative data were elicited through this process. We experienced that this combination of techniques offered an effective way of eliciting reflections and deliberations that throw light on aspects of professional work which may be less readily accessed through a traditional interview technique.
{"title":"Creating a space for reflection on professional priorities","authors":"Deniese Cox, Sarah Prestridge, S. Hodge","doi":"10.1080/1743727X.2022.2151999","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2151999","url":null,"abstract":"ABSTRACT Researchers who investigate value-laden professional practices face the challenge of creating a space in which to explore workplace priorities. Education professionals, for example, are keyed to the development and wellbeing of their students, yet frequently work in environments in which there are constraints on their practice. These professionals often have to find a balance among priorities, a process accompanied by reflection and professional conversations. For researchers seeking insight into the work of these professionals, accessing these reflections is not necessarily straightforward. This paper presents a method whereby sorting and think-aloud techniques were combined to create a space in which professionals could share reflections on professional priorities. Employing a magnetic board representing normative dimensions of high importance/low importance, and should/should not, participants were able to decide where to place magnetic labels capturing different aspects of their work. While interacting with the sorting task, participants verbalized their deliberations which were recorded, along with their label placements. Meaningful qualitative data were elicited through this process. We experienced that this combination of techniques offered an effective way of eliciting reflections and deliberations that throw light on aspects of professional work which may be less readily accessed through a traditional interview technique.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45721674","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 : 2022-10-20DOI: 10.1080/1743727X.2022.2131059
Y. Páez
This is an extensive and solid guide that provides a though-provoking approach to fundamental aspects concerning social research with communities based on respect and participation. Wood ’ s book on ‘ Community-based Research with Vulnerable Populations. Ethical, Inclusive and Sustainable Frameworks for Knowledge Generation ’ articulates conceptual aspects related to social research and community participation from within formal and informal education. It also provides relevant case studies that combine theory and diverse practices, which illustrates the ethical and epistemological dimensions of Community-based Research. Every chapter of the volume invites the reader to embark on research journeys that help develop our understanding of the complexities of research under-pinned by participation of vulnerable communities, which open new possibilities for educational research and social change. In the introductory chapter, Wood presents a consistent conceptual development of Community-based Research (CBR) and other similar approaches that fall under this umbrella term. The author explains the contributions by Fals Borda and Paulo Freire whose work sought to recognize the experience of marginalized communities and build capacity to overcome situations of socio-political oppression. Secondly, Wood presents the main considerations underpinning research with vulnerable communities: collaboration, a problem-solving approach, dialogue and negotiation – however di ffi cult it sometimes proves to be, and a critical opening that makes room for questioning and change throughout the research process. Finally, this chapter explains the main three aims of this volume: to develop an ethical framework to conduct CBR, provide elements to build capacity of academics, and o ff er insights to reassure recognition of the communities involved in CBR. Further-more, this extensive and robust volume is composed of 14 chapters that carefully examine relevant and up-to-date case studies articulated with theoretical developments that illustrate formal and informal educational sites where the community has participated actively. nal chapters that illustrate the potential of CBR and adult education through a relevant case study in South Africa that points out the importance of community involvement and questions the rigidity of traditional neoliberal models of education. Finally. Wood proposes an ethical framework to conduct CBR collecting the lessons o ff ered by the case studies in the volume. It points out the need for a socially committed university and positive relationships with marginalised popu-lations. The framework presents a critical re fl ection on positionality, ongoing dialogue and negotiation, and issues of epistemological justice that bring about social change.
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