Pub Date : 2022-06-30DOI: 10.1080/1743727X.2022.2093848
Marie Caslin
ABSTRACT When undertaking research with young people in educational contexts researchers are likely to encounter many challenges. This paper is a discussion of the barriers encountered by a researcher who sought to capture the educational journeys of excluded young people. The study aimed to move beyond young people simply participating in research to develop innovative and creative research methods to empower them to share their stories. Whilst there is increased recognition of the need to listen to the voices of young people, adults need to be willing to hear. This paper will include a reflection of the role adults can play in silencing the voices of young people. There will be a particular focus on the ethical dilemma’s encountered specifically the role of gatekeepers, location of the study, whose voices are being heard and the role of the researcher. Young people have a desire to be heard, although researchers can seek to provide space for stories to be shared, they need to acknowledge the ‘messiness’ that comes with voice research and to be reflexive in their accounts of the research process. This paper will offer a reflection of the lessons learnt on a journey into the realm of pupil voice.
{"title":"We may be listening but are we ready to hear? A reflection of the challenges encountered when seeking to hear the educational experiences of excluded young people within the confines of the English education system","authors":"Marie Caslin","doi":"10.1080/1743727X.2022.2093848","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2093848","url":null,"abstract":"ABSTRACT When undertaking research with young people in educational contexts researchers are likely to encounter many challenges. This paper is a discussion of the barriers encountered by a researcher who sought to capture the educational journeys of excluded young people. The study aimed to move beyond young people simply participating in research to develop innovative and creative research methods to empower them to share their stories. Whilst there is increased recognition of the need to listen to the voices of young people, adults need to be willing to hear. This paper will include a reflection of the role adults can play in silencing the voices of young people. There will be a particular focus on the ethical dilemma’s encountered specifically the role of gatekeepers, location of the study, whose voices are being heard and the role of the researcher. Young people have a desire to be heard, although researchers can seek to provide space for stories to be shared, they need to acknowledge the ‘messiness’ that comes with voice research and to be reflexive in their accounts of the research process. This paper will offer a reflection of the lessons learnt on a journey into the realm of pupil voice.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":"46 1","pages":"83 - 97"},"PeriodicalIF":2.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47589599","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 : 2022-06-30DOI: 10.1080/1743727X.2022.2094358
Afaq Ahmed, Sajid Ali
ABSTRACT This article delineates the process through which a quantitative study in the context of Pakistan was adapted into emergent mixed methods research due to COVID-19-related complexities. The in-process data collection was halted abruptly as schools were closed and lockdowns were imposed across Pakistan in the early 2020s due to COVID-19. In response, the quantitative research design was adapted to adjust the research design by adding further research questions and introducing qualitative interviews. COVID-19 increased the complexity in the research context. We argue that mixed methods offer adaptive approaches in disruptive situations which help to deal with the complexities. The paper further suggests that disruption during research occurs in various forms and adaptive procedures should be described as part of the research rather than ignoring them. This article provides a practical example for researchers on using adaptive approaches to mixed methods in a developing country context where the possibilities of disruptions are more rampant.
{"title":"Lessons learned from adapting a quantitative to an emergent mixed methods research design in Pakistan during COVID-19","authors":"Afaq Ahmed, Sajid Ali","doi":"10.1080/1743727X.2022.2094358","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2094358","url":null,"abstract":"ABSTRACT This article delineates the process through which a quantitative study in the context of Pakistan was adapted into emergent mixed methods research due to COVID-19-related complexities. The in-process data collection was halted abruptly as schools were closed and lockdowns were imposed across Pakistan in the early 2020s due to COVID-19. In response, the quantitative research design was adapted to adjust the research design by adding further research questions and introducing qualitative interviews. COVID-19 increased the complexity in the research context. We argue that mixed methods offer adaptive approaches in disruptive situations which help to deal with the complexities. The paper further suggests that disruption during research occurs in various forms and adaptive procedures should be described as part of the research rather than ignoring them. This article provides a practical example for researchers on using adaptive approaches to mixed methods in a developing country context where the possibilities of disruptions are more rampant.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":"46 1","pages":"144 - 160"},"PeriodicalIF":2.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49325503","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 : 2022-06-30DOI: 10.1080/1743727X.2022.2093847
J. Young, Jemimah L. Young
ABSTRACT Our purpose is to proffer QuantCrit methodological approaches to interrogate notions of statistical practice by convention. We present two approaches to meta-analysis and mean effect size calculations for student achievement. The first approach is the conventional approach which applies between-group differences to calculate effect sizes representing achievement gaps. The second approach is commonly referred to as a single-group summary meta-analysis within the medical literature, which calculates within-group mean differences referred to here as student growth. In the conventional study, 39 independent effect sizes were combined to produce an overall mean difference effect size of −.85, which indicated that the average difference in performance between Black and White girl literacy was almost one standard deviation. The second approach summarized the mean differences from 33 effect sizes using the previous administration year as the comparison group. A statistically significant mean difference of .09 was observed for the QuantCrit approach. Our study contributes to the literature on racially just epistemologies by providing concurrent analyses of meta-analytic data to expose the unique features of QuantCrit that make it distinct from traditional approaches to Quantitative research.
{"title":"Decoding the data dichotomy: applying QuantCrit to understand racially conscience intersectional meta-analytic research","authors":"J. Young, Jemimah L. Young","doi":"10.1080/1743727X.2022.2093847","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2093847","url":null,"abstract":"ABSTRACT Our purpose is to proffer QuantCrit methodological approaches to interrogate notions of statistical practice by convention. We present two approaches to meta-analysis and mean effect size calculations for student achievement. The first approach is the conventional approach which applies between-group differences to calculate effect sizes representing achievement gaps. The second approach is commonly referred to as a single-group summary meta-analysis within the medical literature, which calculates within-group mean differences referred to here as student growth. In the conventional study, 39 independent effect sizes were combined to produce an overall mean difference effect size of −.85, which indicated that the average difference in performance between Black and White girl literacy was almost one standard deviation. The second approach summarized the mean differences from 33 effect sizes using the previous administration year as the comparison group. A statistically significant mean difference of .09 was observed for the QuantCrit approach. Our study contributes to the literature on racially just epistemologies by providing concurrent analyses of meta-analytic data to expose the unique features of QuantCrit that make it distinct from traditional approaches to Quantitative research.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":"45 1","pages":"381 - 396"},"PeriodicalIF":2.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42528266","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 : 2022-06-28DOI: 10.1080/1743727X.2022.2094360
H. Arndt, H. Rose
ABSTRACT Diary methods have long been used as pedagogic tools in learning, and as part of reflective practice in teacher education, but less often as data collection instruments in educational research. This is in part due to implementation challenges emerging from the time and literacy demands they place on participants. To illustrate the use of diary methods in educational research, we juxtapose two diary studies to reflect on how to use diaries as data collection tools against a backdrop of researcher positionality. In the first example, the teacher-researcher embedded diaries in a curriculum to collect data from language learners in Japan. While learner engagement with the diaries was high, the prescriptive approach led students to tell ‘the teacher what they wanted to read’. In the second example, the researcher used the diaries to collect data on out-of-class learning among language students in Germany. Engagement with the diaries was initially low but improved substantially after daily reminders were sent via mobile phone. Nonetheless, results revealed a possible self-selection bias. Both examples highlight the value in making adaptations to diary methods as the research context necessitates, so that researchers can take into account issues that might distort or produce misleading data.
{"title":"Capturing life as it is truly lived? Improving diary data in educational research","authors":"H. Arndt, H. Rose","doi":"10.1080/1743727X.2022.2094360","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2094360","url":null,"abstract":"ABSTRACT Diary methods have long been used as pedagogic tools in learning, and as part of reflective practice in teacher education, but less often as data collection instruments in educational research. This is in part due to implementation challenges emerging from the time and literacy demands they place on participants. To illustrate the use of diary methods in educational research, we juxtapose two diary studies to reflect on how to use diaries as data collection tools against a backdrop of researcher positionality. In the first example, the teacher-researcher embedded diaries in a curriculum to collect data from language learners in Japan. While learner engagement with the diaries was high, the prescriptive approach led students to tell ‘the teacher what they wanted to read’. In the second example, the researcher used the diaries to collect data on out-of-class learning among language students in Germany. Engagement with the diaries was initially low but improved substantially after daily reminders were sent via mobile phone. Nonetheless, results revealed a possible self-selection bias. Both examples highlight the value in making adaptations to diary methods as the research context necessitates, so that researchers can take into account issues that might distort or produce misleading data.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":"46 1","pages":"175 - 186"},"PeriodicalIF":2.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41399433","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 : 2022-06-28DOI: 10.1080/1743727X.2022.2093846
Jöran Petersson, Judy Sayers, Paul Andrews
ABSTRACT Measures of association, which typically require pairwise data, are widespread in many aspects of educational research. However, due to the need to reduce their content to equal numbers of units of analysis, they are rarely found in the analysis of textbooks. In this paper, we present two methods for overcoming this limitation, one through the use of disjoint sections and the other through the use of overlapping moving averages. Both methods preserve the temporal structure of data and enable researchers to calculate a measure of association which, in this case, is the complementary Euclidean average distance, as an indicator of the books’ similarity. We illustrate these approaches by means of a comparative analysis of three commonly-used English and Swedish mathematics textbooks. Analyses were focused on individual tasks, which had all been coded according to the presence or absence of particular characteristics. Both methods produce nearly identical results and are robust with respect to both densely and sparsely occurring characteristics. For both methods, widening the aggregation window results in a slightly increased level of quantified similarity, which is the result of the ‘smoothing effect’. We discuss the relation between the window width and the choice of research question.
{"title":"Two methods for quantifying similarity between textbooks with respect to content distribution","authors":"Jöran Petersson, Judy Sayers, Paul Andrews","doi":"10.1080/1743727X.2022.2093846","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2093846","url":null,"abstract":"ABSTRACT Measures of association, which typically require pairwise data, are widespread in many aspects of educational research. However, due to the need to reduce their content to equal numbers of units of analysis, they are rarely found in the analysis of textbooks. In this paper, we present two methods for overcoming this limitation, one through the use of disjoint sections and the other through the use of overlapping moving averages. Both methods preserve the temporal structure of data and enable researchers to calculate a measure of association which, in this case, is the complementary Euclidean average distance, as an indicator of the books’ similarity. We illustrate these approaches by means of a comparative analysis of three commonly-used English and Swedish mathematics textbooks. Analyses were focused on individual tasks, which had all been coded according to the presence or absence of particular characteristics. Both methods produce nearly identical results and are robust with respect to both densely and sparsely occurring characteristics. For both methods, widening the aggregation window results in a slightly increased level of quantified similarity, which is the result of the ‘smoothing effect’. We discuss the relation between the window width and the choice of research question.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":"46 1","pages":"161 - 174"},"PeriodicalIF":2.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46857586","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 : 2022-06-27DOI: 10.1080/1743727X.2022.2094357
K. Williams
ABSTRACT This paper demonstrates how the orientation of trainee teachers to messages relayed about an aspect of practice can be specified if a dialectic is kept between the theoretical and the empirical, in accordance with principles developed by Basil Bernstein. Bernstein’s methodology has the capacity to establish subtle understandings of how practices are recognized by exposing the different constellations of social relations structuring modalities of pedagogic communication. Practices designed for use during initial teacher education (ITE) to encourage trainees to commit to development of family–school partnerships (FSP) are used to illustrate the utility of Bernstein’s approach. The message ITE providers relay about FSPs has a direct bearing on trainees’ knowledge, competences, values, and attitudes. How they recognize the legitimate message relayed has implications for their future practice. ITE providers should be concerned with identifying the social relations of pedagogic communication to determine whether a mode exists that will increase the likelihood of trainees adopting practices that make the establishment of FSPs more likely. The origins and originality of Bernstein’s work is discussed and examples from research on FSPs are embedded into his methodology to illustrate how it serves as a framework with which to inform the design of ITE curricula.
{"title":"Bernstein’s theoretical – empirical dialectic as a methodological basis for uncovering the social relations of pedagogic communication about family–school partnerships in the initial teacher education curriculum","authors":"K. Williams","doi":"10.1080/1743727X.2022.2094357","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2094357","url":null,"abstract":"ABSTRACT This paper demonstrates how the orientation of trainee teachers to messages relayed about an aspect of practice can be specified if a dialectic is kept between the theoretical and the empirical, in accordance with principles developed by Basil Bernstein. Bernstein’s methodology has the capacity to establish subtle understandings of how practices are recognized by exposing the different constellations of social relations structuring modalities of pedagogic communication. Practices designed for use during initial teacher education (ITE) to encourage trainees to commit to development of family–school partnerships (FSP) are used to illustrate the utility of Bernstein’s approach. The message ITE providers relay about FSPs has a direct bearing on trainees’ knowledge, competences, values, and attitudes. How they recognize the legitimate message relayed has implications for their future practice. ITE providers should be concerned with identifying the social relations of pedagogic communication to determine whether a mode exists that will increase the likelihood of trainees adopting practices that make the establishment of FSPs more likely. The origins and originality of Bernstein’s work is discussed and examples from research on FSPs are embedded into his methodology to illustrate how it serves as a framework with which to inform the design of ITE curricula.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":"46 1","pages":"133 - 143"},"PeriodicalIF":2.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44204767","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 : 2022-05-27DOI: 10.1080/1743727X.2022.2043842
Gilda L. Ochoa
ABSTRACT Since college, La Puente, CA has been the focus of my research and activism from bilingual education, sanctuary to by-trustee area school board elections. As a graduate student in the 1990s, I returned to live and research in this city of my childhood and where my immigrant grandparents eventually moved to in the 1950s from Nicaragua and Sicily. Rooted in home lessons, research experiences, participation in community struggles, and informed by Chicana/Latina and other women of colour feminist methodologies, this piece uses storytelling and poetry to reflect on the politics and possibilities of researching where we live. In particular, it highlights the epistemological and methodological pushback, along with the benefits and lessons learned over a life course of learning from teachers, becoming neighbours, and studying educational inequalities. Unique to my Latina feminist approach are the enduring relationships that have unfolded over the course of three decades of being able to (re)search, learn, live, and organize in community.
{"title":"Learning and being in community: a Latina feminist holistic approach to researching where we live","authors":"Gilda L. Ochoa","doi":"10.1080/1743727X.2022.2043842","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2043842","url":null,"abstract":"ABSTRACT\u0000 Since college, La Puente, CA has been the focus of my research and activism from bilingual education, sanctuary to by-trustee area school board elections. As a graduate student in the 1990s, I returned to live and research in this city of my childhood and where my immigrant grandparents eventually moved to in the 1950s from Nicaragua and Sicily. Rooted in home lessons, research experiences, participation in community struggles, and informed by Chicana/Latina and other women of colour feminist methodologies, this piece uses storytelling and poetry to reflect on the politics and possibilities of researching where we live. In particular, it highlights the epistemological and methodological pushback, along with the benefits and lessons learned over a life course of learning from teachers, becoming neighbours, and studying educational inequalities. Unique to my Latina feminist approach are the enduring relationships that have unfolded over the course of three decades of being able to (re)search, learn, live, and organize in community.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":"45 1","pages":"246 - 258"},"PeriodicalIF":2.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60206264","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 : 2022-05-27DOI: 10.1080/1743727X.2022.2043844
Michael W. Moses II
ABSTRACT In the twenty-first century, visual media are an undeniable component of everyday culture and sensemaking of race, yet when studying racism in education, researchers rarely centre the visual in their methods and analysis. This trend is alarming considering how racialised messages and violence (e.g. the murder of George Floyd) are routinely circulated at unprecedented rates across information technologies including YouTube, Twitter, and Tik Tok. This paper’s purpose is therefore twofold: I use critical race theory to critique the underuse of visual methods for the study of race and racism as a methodological trend reaffirming Whiteness in education. I then draw upon Jori N. Hall’s culturally responsive focus groups to highlight an exemplar study’s use of visual-elicited focus groups as a culturally responsive tool to methodologically disrupt Whiteness’ hold on social science enquiry. I conclude by discussing the affordances of this visual methodological innovation for the study of race and racism. Considerations for future use and implications complete this conceptual paper’s discussion of methodologically disrupting Whiteness in education research.
在21世纪，视觉媒体是日常文化和种族意义的一个不可否认的组成部分，然而在研究教育中的种族主义时，研究者很少在他们的方法和分析中以视觉为中心。考虑到种族化的信息和暴力(例如乔治·弗洛伊德(George Floyd)被谋杀)如何以前所未有的速度在包括YouTube、Twitter和抖音在内的信息技术上定期传播，这一趋势令人担忧。因此，本文的目的是双重的:我使用批判性种族理论来批评视觉方法在种族和种族主义研究中的使用不足，这是一种重申教育中白人的方法论趋势。然后，我利用Jori N. Hall的文化响应焦点小组来强调一个范例研究，该研究使用视觉引出的焦点小组作为一种文化响应工具，在方法上破坏了白人对社会科学探究的控制。最后，我将讨论这种视觉方法创新对种族和种族主义研究的启示。考虑到未来的使用和影响，这篇概念性论文完成了对教育研究中方法论上的破坏性白人化的讨论。
{"title":"Methodologically disrupting Whiteness: a critical race case for visual-elicited focus groups as cultural responsiveness","authors":"Michael W. Moses II","doi":"10.1080/1743727X.2022.2043844","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2043844","url":null,"abstract":"ABSTRACT In the twenty-first century, visual media are an undeniable component of everyday culture and sensemaking of race, yet when studying racism in education, researchers rarely centre the visual in their methods and analysis. This trend is alarming considering how racialised messages and violence (e.g. the murder of George Floyd) are routinely circulated at unprecedented rates across information technologies including YouTube, Twitter, and Tik Tok. This paper’s purpose is therefore twofold: I use critical race theory to critique the underuse of visual methods for the study of race and racism as a methodological trend reaffirming Whiteness in education. I then draw upon Jori N. Hall’s culturally responsive focus groups to highlight an exemplar study’s use of visual-elicited focus groups as a culturally responsive tool to methodologically disrupt Whiteness’ hold on social science enquiry. I conclude by discussing the affordances of this visual methodological innovation for the study of race and racism. Considerations for future use and implications complete this conceptual paper’s discussion of methodologically disrupting Whiteness in education research.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":"45 1","pages":"297 - 308"},"PeriodicalIF":2.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45640227","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 : 2022-05-21DOI: 10.1080/1743727X.2022.2076829
Freyca Calderon-Berumen, Miryam Espinosa-Dulanto, Karla O’Donald
ABSTRACT We are three Latin American women, once travellers – now US dwellers, mujeres de color, Mestizas, Neplanteras – sometimes ‘Malintzin researchers’ struggling to make sense of all our pieces, identities and changing faces. We draw upon the disruption of apartheid of knowledge in academia, arguing for counter-narratives through the use of pláticas and testimonio as tools to theorize personal experiences that contribute to the decolonization of educational research. We are advancing pláticas and testimonios as epistemological and methodological approaches to challenge and disrupt widespread Westernized research approaches that continue colonizing the U.S. education research.
{"title":"Testimonio at work: the power of Malintzin researchers","authors":"Freyca Calderon-Berumen, Miryam Espinosa-Dulanto, Karla O’Donald","doi":"10.1080/1743727X.2022.2076829","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2076829","url":null,"abstract":"ABSTRACT We are three Latin American women, once travellers – now US dwellers, mujeres de color, Mestizas, Neplanteras – sometimes ‘Malintzin researchers’ struggling to make sense of all our pieces, identities and changing faces. We draw upon the disruption of apartheid of knowledge in academia, arguing for counter-narratives through the use of pláticas and testimonio as tools to theorize personal experiences that contribute to the decolonization of educational research. We are advancing pláticas and testimonios as epistemological and methodological approaches to challenge and disrupt widespread Westernized research approaches that continue colonizing the U.S. education research.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":"45 1","pages":"370 - 380"},"PeriodicalIF":2.0,"publicationDate":"2022-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48684930","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 : 2022-05-18DOI: 10.1080/1743727X.2022.2073141
S. Rizvi
correspondences and pic-tures. These practices helped Camargo document a counternarrative of communities of colour as well as allowing participants to become collaborators and writers of their own histories. Both Escobedo and Camargo, through their research methodologies, show us how neutrality and ‘ objectivity ’ can often marginalise communities of colour because they are excluded from research processes, and that drawing on CRFP, they can e ff ectively ‘ talk back ’ (bell hooks, 1989, p. 9) to this deliberate exclusion. The fourth paper examines how TransHipHop Pedagogy can be a form of epistemic disobedience to challenge formal schooling spaces that marginalise young people in Senegal. Noella Niati and Payal Shah utilise a new framework that is underpinned by critical consciousness, culturally relevant pedagogy, and cultural modelling to understand how young people negotiate their identities, claim their rights, and engage in civic education. Their work recognises historical contexts that include political instability, civil war and western interventions, and centres on how ‘ Y ’ en a Marre ’ , a campaign group consisting of Senegalese rappers and journalists who engage with young people to challenge people in power. Utilising the Comparative Case Study (CCS) approach and carrying out semi-struc-tured interviews with ‘ Y ’ en a Marre ’ members, their research centres on the role of local experiences and linguistic practices in challenging the status quo.
信件和图片。这些做法有助于卡马戈记录有色人种社区的反叙事，并让参与者成为自己历史的合作者和作家。Escobedo和Camargo通过他们的研究方法向我们展示了中立性和“客观性”如何经常将有色人种群体边缘化，因为他们被排除在研究过程之外，并且利用CRFP，他们可以有效地“反击”这种故意的排斥（bell hooks，1989，第9页）。第四篇论文探讨了跨嘻哈教育如何成为一种认知抗命的形式，以挑战塞内加尔边缘化年轻人的正规教育空间。Noella Niati和Payal Shah利用一个以批判性意识、文化相关教育学和文化建模为基础的新框架来了解年轻人如何协商自己的身份、主张自己的权利和参与公民教育。他们的工作承认了包括政治不稳定、内战和西方干预在内的历史背景，并以“Y”en a Marre为中心，这是一个由塞内加尔说唱歌手和记者组成的竞选团体，他们与年轻人接触，挑战当权者。利用比较案例研究（CCS）方法，并对“Y”en a Marre”成员进行半结构化访谈，他们的研究中心是当地经验和语言实践在挑战现状中的作用。
{"title":"Racially-just epistemologies and methodologies that disrupt whiteness","authors":"S. Rizvi","doi":"10.1080/1743727X.2022.2073141","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2073141","url":null,"abstract":"correspondences and pic-tures. These practices helped Camargo document a counternarrative of communities of colour as well as allowing participants to become collaborators and writers of their own histories. Both Escobedo and Camargo, through their research methodologies, show us how neutrality and ‘ objectivity ’ can often marginalise communities of colour because they are excluded from research processes, and that drawing on CRFP, they can e ff ectively ‘ talk back ’ (bell hooks, 1989, p. 9) to this deliberate exclusion. The fourth paper examines how TransHipHop Pedagogy can be a form of epistemic disobedience to challenge formal schooling spaces that marginalise young people in Senegal. Noella Niati and Payal Shah utilise a new framework that is underpinned by critical consciousness, culturally relevant pedagogy, and cultural modelling to understand how young people negotiate their identities, claim their rights, and engage in civic education. Their work recognises historical contexts that include political instability, civil war and western interventions, and centres on how ‘ Y ’ en a Marre ’ , a campaign group consisting of Senegalese rappers and journalists who engage with young people to challenge people in power. Utilising the Comparative Case Study (CCS) approach and carrying out semi-struc-tured interviews with ‘ Y ’ en a Marre ’ members, their research centres on the role of local experiences and linguistic practices in challenging the status quo.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":"45 1","pages":"225 - 231"},"PeriodicalIF":2.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45311230","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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