Pub Date : 2022-10-17DOI: 10.1080/1743727X.2022.2128744
A. Möller, A. George, Jürgen Groß
ABSTRACT Methods based on machine learning have become increasingly popular in many areas as they allow models to be fitted in a highly-data driven fashion and often show comparable or even increased performance in comparison to classical methods. However, in the area of educational sciences, the application of machine learning is still quite uncommon. This work investigates the benefit of using classification trees for analysing data from educational sciences. An application to data on school transition rates in Austria indicates different aspects of interest in the context of educational sciences: (i) the trees select variables for predicting school transition rates in a data-driven fashion which are well in accordance with existing confirmatory theories from educational sciences, (ii) trees can be employed for performing variable selection for regression models, and (iii) the classification performance of trees is comparable to that of binary regression models. These results indicate that trees and possibly other machine-learning methods may also be helpful to explore high-dimensional educational data sets, especially where no confirmatory theories have been developed yet.
{"title":"Predicting school transition rates in Austria with classification trees","authors":"A. Möller, A. George, Jürgen Groß","doi":"10.1080/1743727X.2022.2128744","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2128744","url":null,"abstract":"ABSTRACT Methods based on machine learning have become increasingly popular in many areas as they allow models to be fitted in a highly-data driven fashion and often show comparable or even increased performance in comparison to classical methods. However, in the area of educational sciences, the application of machine learning is still quite uncommon. This work investigates the benefit of using classification trees for analysing data from educational sciences. An application to data on school transition rates in Austria indicates different aspects of interest in the context of educational sciences: (i) the trees select variables for predicting school transition rates in a data-driven fashion which are well in accordance with existing confirmatory theories from educational sciences, (ii) trees can be employed for performing variable selection for regression models, and (iii) the classification performance of trees is comparable to that of binary regression models. These results indicate that trees and possibly other machine-learning methods may also be helpful to explore high-dimensional educational data sets, especially where no confirmatory theories have been developed yet.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91383584","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 : 2022-10-17DOI: 10.1080/1743727X.2022.2134337
Anthony E. Healy
ABSTRACT I propose that the grounded types analytical method (GTAM) is a systematic and useful means of typology construction for qualitative studies. GTAM arose within European social sciences in response to a need to schematize qualitative typology and to explicate qualitative types more precisely. GTAM is applicable to a variety of qualitative situations. I illustrate in this paper GTAM’s applicability through my study of school choice in the Paris suburbs. I argue then for its inclusion in the qualitative study of U.S. primary and secondary school choice because it is a credible form of analysis that would provide a new lens for viewing how behaviours and beliefs enter into choices.
{"title":"Introducing empirically grounded types into the study of school choice","authors":"Anthony E. Healy","doi":"10.1080/1743727X.2022.2134337","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2134337","url":null,"abstract":"ABSTRACT I propose that the grounded types analytical method (GTAM) is a systematic and useful means of typology construction for qualitative studies. GTAM arose within European social sciences in response to a need to schematize qualitative typology and to explicate qualitative types more precisely. GTAM is applicable to a variety of qualitative situations. I illustrate in this paper GTAM’s applicability through my study of school choice in the Paris suburbs. I argue then for its inclusion in the qualitative study of U.S. primary and secondary school choice because it is a credible form of analysis that would provide a new lens for viewing how behaviours and beliefs enter into choices.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43437308","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 : 2022-10-07DOI: 10.1080/1743727X.2022.2128746
S. Wong, T. Cumming, A. MacQuarrie, R. Bull, C. Robertson, M. Saha, L. McFarland, H. Logan
ABSTRACT Early childhood educators are key to delivering early childhood education and care (ECEC) for the benefit of children, their families and society alike. For the benefits of ECEC to be realised, however, the educators who deliver these services need to be well. Despite growing attention to attracting and retaining a high-quality early childhood workforce, little is known about the work-related psychological and physiological well-being of early childhood educators. This paper contributes an example of a protocol for an holistic study of early childhood educators’ well-being. It describes the use of multiple, interdisciplinary, innovative methods to measure educators’ physiological and psychological well-being, within the context of their work environment. Recommendations are provided for future studies of educators’ holistic well-being.
{"title":"Holistic measurement of early childhood educators’ well-being: a protocol","authors":"S. Wong, T. Cumming, A. MacQuarrie, R. Bull, C. Robertson, M. Saha, L. McFarland, H. Logan","doi":"10.1080/1743727X.2022.2128746","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2128746","url":null,"abstract":"ABSTRACT Early childhood educators are key to delivering early childhood education and care (ECEC) for the benefit of children, their families and society alike. For the benefits of ECEC to be realised, however, the educators who deliver these services need to be well. Despite growing attention to attracting and retaining a high-quality early childhood workforce, little is known about the work-related psychological and physiological well-being of early childhood educators. This paper contributes an example of a protocol for an holistic study of early childhood educators’ well-being. It describes the use of multiple, interdisciplinary, innovative methods to measure educators’ physiological and psychological well-being, within the context of their work environment. Recommendations are provided for future studies of educators’ holistic well-being.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49286366","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 : 2022-10-01DOI: 10.1080/1743727X.2022.2128743
P. Wesely, Elizabeth Plummer
ABSTRACT Language learner attitudes about technology have traditionally been studied using survey data, but those surveys have primarily been based on disparate constructs and conceptualizations of learner attitudes. The lack of a common measure, or one that reflects other levels and contexts of learning, has limited the investigation about language learner attitudes about technology. One possible solution, suggested by mixed methods research methodologists, involves the inclusion of qualitative data in adapting extant surveys to new contexts. The purpose of this study is to illustrate this type of adaptation, and to highlight the challenges and insights that occur as a result. In this study, qualitative data were used to adapt extant instruments to the secondary world language instructional context in the United States. The initial survey was administered to high school students of Spanish in the United States (N = 268), eight students then participated in qualitative interviews, the survey was revised, and quantitative findings from the revised instrument (N = 1039) were analyzed for validity and reliability. This study shows that this method for adapting a survey to a new context is viable yet complex, offering researchers an important model of how to tailor surveys to new contexts while remaining in conversation with prior scholarship.
{"title":"Context-responsive attitudinal surveys about technology in language classrooms","authors":"P. Wesely, Elizabeth Plummer","doi":"10.1080/1743727X.2022.2128743","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2128743","url":null,"abstract":"ABSTRACT Language learner attitudes about technology have traditionally been studied using survey data, but those surveys have primarily been based on disparate constructs and conceptualizations of learner attitudes. The lack of a common measure, or one that reflects other levels and contexts of learning, has limited the investigation about language learner attitudes about technology. One possible solution, suggested by mixed methods research methodologists, involves the inclusion of qualitative data in adapting extant surveys to new contexts. The purpose of this study is to illustrate this type of adaptation, and to highlight the challenges and insights that occur as a result. In this study, qualitative data were used to adapt extant instruments to the secondary world language instructional context in the United States. The initial survey was administered to high school students of Spanish in the United States (N = 268), eight students then participated in qualitative interviews, the survey was revised, and quantitative findings from the revised instrument (N = 1039) were analyzed for validity and reliability. This study shows that this method for adapting a survey to a new context is viable yet complex, offering researchers an important model of how to tailor surveys to new contexts while remaining in conversation with prior scholarship.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47035358","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 : 2022-09-30DOI: 10.1080/1743727X.2022.2128745
Gisela Oliveira
ABSTRACT The use of codebooks to categorise qualitative data and to increase consistency in coding between multiple researchers is a well-established strategy in qualitative research. However, due to the focus on team-based research projects, the possibilities for the use of codebooks by individual researchers are rarely discussed. With the aim of adding to current literature and practices on the use of codebooks, this article describes, following a personal narrative style, the process and explores the benefits and challenges of developing a codebook for the analysis of qualitative data by an individual researcher. Starting from a set of transcripts from interviews with undergraduate students completing a one-year work-placement, it describes how developing and using a codebook was instrumental in improving the rigour of data analysis, and in supporting data theorisation and reflection on a research project exploring transfer of learning between university and the workplace. The approach and discussions presented here will be useful to qualitative researchers looking for a systematic method for the development of a codebook, but also for researchers working independently on the analysis of qualitative data.
{"title":"Developing a codebook for qualitative data analysis: insights from a study on learning transfer between university and the workplace","authors":"Gisela Oliveira","doi":"10.1080/1743727X.2022.2128745","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2128745","url":null,"abstract":"ABSTRACT The use of codebooks to categorise qualitative data and to increase consistency in coding between multiple researchers is a well-established strategy in qualitative research. However, due to the focus on team-based research projects, the possibilities for the use of codebooks by individual researchers are rarely discussed. With the aim of adding to current literature and practices on the use of codebooks, this article describes, following a personal narrative style, the process and explores the benefits and challenges of developing a codebook for the analysis of qualitative data by an individual researcher. Starting from a set of transcripts from interviews with undergraduate students completing a one-year work-placement, it describes how developing and using a codebook was instrumental in improving the rigour of data analysis, and in supporting data theorisation and reflection on a research project exploring transfer of learning between university and the workplace. The approach and discussions presented here will be useful to qualitative researchers looking for a systematic method for the development of a codebook, but also for researchers working independently on the analysis of qualitative data.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41925924","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 : 2022-09-29DOI: 10.1080/1743727X.2022.2128741
Eija Pakarinen, L. Malmberg, A. Poikkeus, Martti Siekkinen, Marja‐Kristiina Lerkkanen
ABSTRACT When classroom observations are increasingly used for accountability and evaluation purposes, a deeper understanding of the psychometric properties of such measurement tools is needed. The present study took a unique approach to examine the psychometric properties of a commonly used classroom observation measure by testing the reliability of indicators for higher-order constructs (i.e. dimensions). We investigated the reliability of indicator ratings of the Classroom Assessment Scoring System (CLASS) Pre-K instrument in Finnish kindergarten and first grade classrooms. Twenty-one observer pairs rated 838 segments identified from the 413 lessons of 48 teachers. Variance components models were specified to investigate variance proportions of each indicator and dimension. The results showed that most observer disagreement was found for the instructional support domain. Observers disagreed relatively more depending on the teacher they observed. There is a clear need for additional understanding on how observers process information on the complex elements of classroom interaction in order to improve training programmes and the reliability and accuracy of the assessment procedure.
{"title":"Investigating applicability of ratings of indicators of the CLASS Pre-K instrument","authors":"Eija Pakarinen, L. Malmberg, A. Poikkeus, Martti Siekkinen, Marja‐Kristiina Lerkkanen","doi":"10.1080/1743727X.2022.2128741","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2128741","url":null,"abstract":"ABSTRACT When classroom observations are increasingly used for accountability and evaluation purposes, a deeper understanding of the psychometric properties of such measurement tools is needed. The present study took a unique approach to examine the psychometric properties of a commonly used classroom observation measure by testing the reliability of indicators for higher-order constructs (i.e. dimensions). We investigated the reliability of indicator ratings of the Classroom Assessment Scoring System (CLASS) Pre-K instrument in Finnish kindergarten and first grade classrooms. Twenty-one observer pairs rated 838 segments identified from the 413 lessons of 48 teachers. Variance components models were specified to investigate variance proportions of each indicator and dimension. The results showed that most observer disagreement was found for the instructional support domain. Observers disagreed relatively more depending on the teacher they observed. There is a clear need for additional understanding on how observers process information on the complex elements of classroom interaction in order to improve training programmes and the reliability and accuracy of the assessment procedure.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43528705","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 : 2022-09-29DOI: 10.1080/1743727X.2022.2128742
Kevin James Rumary, Sally Goldspink, Philip Howlett
ABSTRACT Data collection in qualitative research is intended to capture the participant experience in relation to defined phenomena. Whilst attention is given to the different ways of gathering qualitative data, the presence of the researcher is a common feature. However, the researcher does not hold an inert position in the data collection process and may influence the type and level of data obtained. This paper highlights and explores the issue of researcher presence by suggesting a strategy to distance the researcher from the data collection frame via self-governing focus groups. Developed in a study examining vocational student experience in further education, a data collection method is proposed which aims to reduce the influencing factor of the researcher. A self-administered structured question schedule replaces the interviewer to promote authentic access to the participant voice in an environment which is familiar, comfortable and safe. Consideration is given to the construction of the question schedule and recording procedure which aims to stimulate inclusive and unhindered contributions, as well as maintaining the research focus. The analysis of contributions indicates that by standing back, the researcher can see authentic customary social processes which reveal a meaning of the phenomena for the participants.
{"title":"Exiting the elephant: hearing the participant voice in qualitative data collection","authors":"Kevin James Rumary, Sally Goldspink, Philip Howlett","doi":"10.1080/1743727X.2022.2128742","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2128742","url":null,"abstract":"ABSTRACT Data collection in qualitative research is intended to capture the participant experience in relation to defined phenomena. Whilst attention is given to the different ways of gathering qualitative data, the presence of the researcher is a common feature. However, the researcher does not hold an inert position in the data collection process and may influence the type and level of data obtained. This paper highlights and explores the issue of researcher presence by suggesting a strategy to distance the researcher from the data collection frame via self-governing focus groups. Developed in a study examining vocational student experience in further education, a data collection method is proposed which aims to reduce the influencing factor of the researcher. A self-administered structured question schedule replaces the interviewer to promote authentic access to the participant voice in an environment which is familiar, comfortable and safe. Consideration is given to the construction of the question schedule and recording procedure which aims to stimulate inclusive and unhindered contributions, as well as maintaining the research focus. The analysis of contributions indicates that by standing back, the researcher can see authentic customary social processes which reveal a meaning of the phenomena for the participants.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41742831","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 : 2022-09-08DOI: 10.1080/1743727X.2022.2120980
K. Chandler
ABSTRACT This article presents the methodological approach taken to investigate students’ experiences of synchronous online tuition in health and social care at a large, distance learning university in the UK. Seeing the students as the ‘privileged knowers’ on the topic of their tutorial experiences, this study took an experience-centred narrative approach and used voice-centred relational method to analyse the data. This paper will explain and then discuss the two ways in which voice-centred relational method was adapted for the purposes of this research: firstly, the particular approach taken to the construction of the I poems in the second stage of the analysis and secondly, the addition of an extra listening, adding a deductive lens to seek out evidence of the different types of presence from the Community of Inquiry framework within the students’ narratives. These adaptations provided additional insights into students’ experiences and made aspects of these experiences more visible to educators.
{"title":"Adapting voice-centred relational method to understand students’ experiences of synchronous online tuition","authors":"K. Chandler","doi":"10.1080/1743727X.2022.2120980","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2120980","url":null,"abstract":"ABSTRACT This article presents the methodological approach taken to investigate students’ experiences of synchronous online tuition in health and social care at a large, distance learning university in the UK. Seeing the students as the ‘privileged knowers’ on the topic of their tutorial experiences, this study took an experience-centred narrative approach and used voice-centred relational method to analyse the data. This paper will explain and then discuss the two ways in which voice-centred relational method was adapted for the purposes of this research: firstly, the particular approach taken to the construction of the I poems in the second stage of the analysis and secondly, the addition of an extra listening, adding a deductive lens to seek out evidence of the different types of presence from the Community of Inquiry framework within the students’ narratives. These adaptations provided additional insights into students’ experiences and made aspects of these experiences more visible to educators.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43441444","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 : 2022-09-07DOI: 10.1080/1743727X.2022.2110230
Sharisse van Driel, H. Jarodzka, Frank Crasborn, Johan L. H. van Strien, S. Brand‐Gruwel
ABSTRACT Although various academic disciplines use data papers to support effective research practices, data papers are still uncommon in the educational sciences. Main goals of data papers are enhancing transparency regarding research processes and supporting data sharing among researchers and thus, open science. As many educational research projects include personal data often of minors, publishing raw data can be challenging due to privacy regulations and laws (GDPR). The present article aims at exploring how a data paper can contribute to open science and enhancing transparency regarding research and publication processes for educational research projects, often containing personal data that cannot be made openly available in its raw form. To this end, we describe a dataset of a research project on teachers’ noticing as basis for their classroom management. As this project includes rich process-tracing recording methods, the dataset is diverse and serves as basis for multiple analyses and publications while containing personal data of teachers and minors. By elaborating on the characteristics of the dataset, its gathering, analysis approaches and sharing preprocessed and anonymized data files, this data paper explores how to contribute to transparency and open science in educational sciences while acting within the boundaries set by privacy regulations and laws.
{"title":"Capturing and characterizing teachers’ noticing as basis for their classroom management in different career stages: a data paper","authors":"Sharisse van Driel, H. Jarodzka, Frank Crasborn, Johan L. H. van Strien, S. Brand‐Gruwel","doi":"10.1080/1743727X.2022.2110230","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2110230","url":null,"abstract":"ABSTRACT Although various academic disciplines use data papers to support effective research practices, data papers are still uncommon in the educational sciences. Main goals of data papers are enhancing transparency regarding research processes and supporting data sharing among researchers and thus, open science. As many educational research projects include personal data often of minors, publishing raw data can be challenging due to privacy regulations and laws (GDPR). The present article aims at exploring how a data paper can contribute to open science and enhancing transparency regarding research and publication processes for educational research projects, often containing personal data that cannot be made openly available in its raw form. To this end, we describe a dataset of a research project on teachers’ noticing as basis for their classroom management. As this project includes rich process-tracing recording methods, the dataset is diverse and serves as basis for multiple analyses and publications while containing personal data of teachers and minors. By elaborating on the characteristics of the dataset, its gathering, analysis approaches and sharing preprocessed and anonymized data files, this data paper explores how to contribute to transparency and open science in educational sciences while acting within the boundaries set by privacy regulations and laws.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48862136","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 : 2022-08-08DOI: 10.1080/1743727X.2022.2117519
S. Rizvi
In part two of this special issue, we continue to explore Boaventura de Sousa Santos’ (2014) clarion call to embrace ‘ecologies of knowledges’ as educational researchers. Santos (2014) reminds us that as educational researchers who are committed to social justice, we cannot draw boundaries between ‘inquiries into ways of knowing’ from ‘inquiries into ways of intervening in the world with the purpose of attenuating or eliminating the oppression, domination, and discrimination caused by global capitalism, colonialism and patriarchy’ (p. 238). For Santos, epistemologies which stem from the Global South are born out of struggle against oppressive systems, and hence it is little wonder that Eurocentric critical theorists do not recognize or comprehend the practices, ways of knowing, and values that stem from the Global South. Critics of pursuing racial justice within educational research may argue that such epistemologies, methodologies, methods and reflections are not only deeply political and ill-placed in a field such as educational research, but that they also fall short of conventional standards of rigour and validity. However, issues of legitimacy are neither new nor specific to racially-just epistemologies and methodologies. As Evans-Winters (2019) suggests, ‘our “truths” must be validated from within, with less concern for how outsiders legitimate (or receive and perceive) our assertions’ (p. 23). Moreover, national organizations such as the American Educational Research Association (AERA) have not only acknowledged the legitimacy of theories such as Critical Race Theory (CRT) within educational research, but also issued a memorandum in 2009 to honour the contribution of CRT as ‘humanities-oriented research’ (Matias 2021, p. 4). Scholars such as Cheryl Matias and Venus Evans-Winters and others engaging in racially-just epistemologies and methodologies have also challenged this imposed gatekeeping and exclusion by traditional empiricists (not to be confused with empirical), which not only undermine methods such as counter stories but also continue to reinforce deficit narratives of marginalized communities. The papers in this special issue confront this history of gatekeeping as well as revealing the cost of adopting theories, methodologies, methods and positionalities that are ‘consistently swimming against the current’ (Ladson-Billings 1998, p. 28), so that they may expose racism within education and educational research and propose radical solutions. These papers are consciously political because historically, educational research has problematized many minoritized communities to construct the dominant political discourse. They also speak to the dangers of co-optation and the intellectual erasure of scholars of colour from within educational research, when mainstream scholars are eager to utilize racially-just methods without careful reflection.
在本期特刊的第二部分中，我们将继续探讨博阿文图拉·德·苏萨·桑托斯（Boaventura de Sousa Santos，2014）关于作为教育研究人员接受“知识生态”的号召。桑托斯（2014）提醒我们，作为致力于社会正义的教育研究人员，我们不能在“探究了解的方式”和“探究干预世界的方式，以减轻或消除全球资本主义、殖民主义和父权制造成的压迫、统治和歧视”之间划清界限（第238页）。对桑托斯来说，源于全球南方的认识论是在与压迫性制度的斗争中诞生的，因此，以欧洲为中心的批判理论家不承认或理解源于全球南部的实践、认识方式和价值观也就不足为奇了。在教育研究中追求种族正义的批评者可能会认为，这种认识论、方法论、方法和反思不仅具有深刻的政治性，在教育研究等领域不合适，而且还达不到严格性和有效性的传统标准。然而，合法性问题既不是新的，也不是种族正义的认识论和方法论所特有的。正如Evans-Winters（2019）所建议的，“我们的“真理”必须从内部得到验证，而不太关心局外人如何合法（或接受和感知）我们的断言”（第23页）。此外，美国教育研究协会（AERA）等国家组织不仅承认批判种族理论（CRT）等理论在教育研究中的合法性，而且在2009年发布了一份备忘录，将批判种族理论的贡献视为“以人为本的研究”（Matias 2021，第4页）。Cheryl Matias和Venus Evans Winters等学者以及其他从事种族正义认识论和方法论的人也对传统经验主义者（不要与经验主义者混淆）强加的这种把关和排斥提出了挑战，这不仅破坏了反故事等方法，而且继续强化了边缘化社区的赤字叙事。本期特刊中的论文直面了这段把关的历史，并揭示了采用“持续逆流”的理论、方法、方法和立场的成本（Ladson Billings 1998，第28页），以便揭露教育和教育研究中的种族主义，并提出激进的解决方案。这些论文是有意识的政治性的，因为从历史上看，教育研究已经使许多少数民族社区成为构建主导政治话语的问题。他们还谈到了在教育研究中，当主流学者急于在没有仔细反思的情况下使用种族公正的方法时，增选和对有色人种学者的智力抹杀的危险。
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