Pub Date : 2022-05-18DOI: 10.1080/1743727X.2022.2076827
I. Jackson, Doris L. Watson, Claytee D White, M. Gallo
ABSTRACT This article provides analysis of and commentary on the Indigenous roots of oral history. Drawing from our experience with our institutional review board determining that our work was not research, we review literature to engage in a (re)vision of oral history research while asserting the legitimacy of our research process. From this, we argue that a racially-just approach to scholarship must acknowledge and redress the racist past of the development of methodologies and methods including, but not limited to, oral history. We align our research with Indigenous traditions that not only shaped our methodology but guided our ability to create a community in which we each learned to better understand ourselves. Through our analysis and storying of ourselves, we posit that connecting research practices to our Indigenous roots becomes a tool for establishing racially-just approaches to scholarship with/as Black and Latinx peoples.
{"title":"Research as (re)vision: laying claim to oral history as a just-us research methodology","authors":"I. Jackson, Doris L. Watson, Claytee D White, M. Gallo","doi":"10.1080/1743727X.2022.2076827","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2076827","url":null,"abstract":"ABSTRACT This article provides analysis of and commentary on the Indigenous roots of oral history. Drawing from our experience with our institutional review board determining that our work was not research, we review literature to engage in a (re)vision of oral history research while asserting the legitimacy of our research process. From this, we argue that a racially-just approach to scholarship must acknowledge and redress the racist past of the development of methodologies and methods including, but not limited to, oral history. We align our research with Indigenous traditions that not only shaped our methodology but guided our ability to create a community in which we each learned to better understand ourselves. Through our analysis and storying of ourselves, we posit that connecting research practices to our Indigenous roots becomes a tool for establishing racially-just approaches to scholarship with/as Black and Latinx peoples.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42636183","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 : 2022-05-05DOI: 10.1080/1743727X.2022.2071864
Harriet Hummerstone, S. Parsons
ABSTRACT Reviews have called for the greater involvement of autistic young people in developing methods for eliciting their views. Methodologically, co-design is important for developing credible and acceptable approaches; conceptually and practically, co-design offers a means through which to address the double empathy problem for research and practice, which states that autistic people have difficulties understanding the perspectives and communication of non-autistic people, and vice versa. This study reports both methodological and pedagogical observations through critical reflections on a co-design process of a paper-based method for sharing information about sensory preferences with six autistic students aged 12–13 years, 16 educational practitioners, and five autistic adults. The co-design process supported students to share information with each other and build self-awareness. Participants were positive about the potential for sharing information but raised concerns about the extent to which new knowledge would impact on teaching practices. Co-designed methods are needed in tandem with sustained action to increase autism awareness to change attitudes and educational practices.
{"title":"Co-designing methods with autistic students to facilitate discussions of sensory preferences with school staff: exploring the double empathy problem","authors":"Harriet Hummerstone, S. Parsons","doi":"10.1080/1743727X.2022.2071864","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2071864","url":null,"abstract":"ABSTRACT Reviews have called for the greater involvement of autistic young people in developing methods for eliciting their views. Methodologically, co-design is important for developing credible and acceptable approaches; conceptually and practically, co-design offers a means through which to address the double empathy problem for research and practice, which states that autistic people have difficulties understanding the perspectives and communication of non-autistic people, and vice versa. This study reports both methodological and pedagogical observations through critical reflections on a co-design process of a paper-based method for sharing information about sensory preferences with six autistic students aged 12–13 years, 16 educational practitioners, and five autistic adults. The co-design process supported students to share information with each other and build self-awareness. Participants were positive about the potential for sharing information but raised concerns about the extent to which new knowledge would impact on teaching practices. Co-designed methods are needed in tandem with sustained action to increase autism awareness to change attitudes and educational practices.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41789491","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 : 2022-04-18DOI: 10.1080/1743727X.2022.2052721
Andrea Lira, Ana Luisa Muñoz-García, E. Loncon
ABSTRACT In this article, we reflect on a research method we called Circulo Domoche, part of a larger research project on the histories of schooling of Mapuche women in Chile in a context of continual violence against Indigenous people. It originates in the personal experience of the researchers with Chilean schooling and our academic work on education. We share our process of methodological exploration for studying the stories of schooling of Mapuche women from multiple generations. The three authors, along with four others, met periodically and wrote each other letters to talk about our memories of schooling to explore ways of doing research that does not reproduce epistemicide and exploitation of Indigenous people through research. Building on theoretical perspectives from Indigenous scholars and scholars of colour we developed a way of making memory while doing research together. We propose thinking of methodology as not structured beforehand but one that grows along with and as the research unfolds. We share here this community construction as resistance to necropolitics as well as what we have learned by creating spaces of refusal within an academy that functions in a different logic of neoliberal regulation of the construction of knowledge.
{"title":"Circulo Domoche: making memory and doing methodology as we go","authors":"Andrea Lira, Ana Luisa Muñoz-García, E. Loncon","doi":"10.1080/1743727X.2022.2052721","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2052721","url":null,"abstract":"ABSTRACT In this article, we reflect on a research method we called Circulo Domoche, part of a larger research project on the histories of schooling of Mapuche women in Chile in a context of continual violence against Indigenous people. It originates in the personal experience of the researchers with Chilean schooling and our academic work on education. We share our process of methodological exploration for studying the stories of schooling of Mapuche women from multiple generations. The three authors, along with four others, met periodically and wrote each other letters to talk about our memories of schooling to explore ways of doing research that does not reproduce epistemicide and exploitation of Indigenous people through research. Building on theoretical perspectives from Indigenous scholars and scholars of colour we developed a way of making memory while doing research together. We propose thinking of methodology as not structured beforehand but one that grows along with and as the research unfolds. We share here this community construction as resistance to necropolitics as well as what we have learned by creating spaces of refusal within an academy that functions in a different logic of neoliberal regulation of the construction of knowledge.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41411395","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 : 2022-03-30DOI: 10.1080/1743727X.2022.2032632
L. Major, Ole Smørdal, P. Warwick, I. Rasmussen, V. Cook, M. Vrikki
ABSTRACT Analysing the interaction between classroom dialogue and digital technology is challenging. Studies in this area typically draw on methods developed for the analysis of spoken interactions. This article reports on a new approach for analysing the enacted affordances of digital technology in classroom dialogue. Using examples from cross-country research investigating the Talkwall microblogging platform, involving 20 teachers and over 400 learners aged 11–13 in England and Norway, it outlines a rigorous process for data categorization – and subsequent inductive and deductive analysis – that enables holistic and multi-levelled examinations of the role of technology in supporting dialogue. This framework features three cyclical phases for the analysis of teacher – and student-student interactions: (i) categorizing and organizing complex classroom data; (ii) coding spoken dialogue; (iii) analysing enacted affordances. The significance of this work lies in examining underpinning theory and illustrating a systematic new methodological approach to analysing learning and teaching in classrooms featuring dialogue and technology. This extends traditional notions of the affordances of digital technology by better taking into account the manner in which these are enacted in dialogic classrooms. Critical reflections, exemplifications and recommendations are provided.
{"title":"Investigating digital technology’s role in supporting classroom dialogue: integrating enacted affordance into analysis across a complex dataset","authors":"L. Major, Ole Smørdal, P. Warwick, I. Rasmussen, V. Cook, M. Vrikki","doi":"10.1080/1743727X.2022.2032632","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2032632","url":null,"abstract":"ABSTRACT Analysing the interaction between classroom dialogue and digital technology is challenging. Studies in this area typically draw on methods developed for the analysis of spoken interactions. This article reports on a new approach for analysing the enacted affordances of digital technology in classroom dialogue. Using examples from cross-country research investigating the Talkwall microblogging platform, involving 20 teachers and over 400 learners aged 11–13 in England and Norway, it outlines a rigorous process for data categorization – and subsequent inductive and deductive analysis – that enables holistic and multi-levelled examinations of the role of technology in supporting dialogue. This framework features three cyclical phases for the analysis of teacher – and student-student interactions: (i) categorizing and organizing complex classroom data; (ii) coding spoken dialogue; (iii) analysing enacted affordances. The significance of this work lies in examining underpinning theory and illustrating a systematic new methodological approach to analysing learning and teaching in classrooms featuring dialogue and technology. This extends traditional notions of the affordances of digital technology by better taking into account the manner in which these are enacted in dialogic classrooms. Critical reflections, exemplifications and recommendations are provided.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49058478","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 : 2022-03-30DOI: 10.1080/1743727X.2022.2052722
N. Niati, Payal Shah
ABSTRACT This study situates transnégritude within discussions that consider the ways in which young people in Senegal, with a shared transcolonial narrative, bound through an ‘imagined community,’ negotiate their space, their identities, and their ways of knowing through a Hip-Hop pedagogy. Our analysis is informed by Mignolo’s epistemic disobedience and the geo- and body-politics that challenge neo-colonial epistemologies. The global scope of Hip-Hop culture and its manifestations in West Africa nuances the ways in which young people view education and its impact on their social identity. A transnégritude perspective aptly ‘straddles’ black identity, agency, and deconstructionism and allows for a fluid navigation of Hip-Hop pedagogy. Through a Hip-Hop pedagogy, young people in Senegal work towards social transformation vis-a-vis informal education as a response to imperialism. In so doing, this study intends to contribute to qualitative inquiries on the connections between Hip-Hop, identity formation, and the ‘fluidity and location of engagement’ in Hip-Hop culture. The goal is to challenge the formal schooling context and interrogate youth identity and engagement vis-a-vis social transformation.
{"title":"Transhiphop pedagogy and epistemic disobedience in Senegal","authors":"N. Niati, Payal Shah","doi":"10.1080/1743727X.2022.2052722","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2052722","url":null,"abstract":"ABSTRACT This study situates transnégritude within discussions that consider the ways in which young people in Senegal, with a shared transcolonial narrative, bound through an ‘imagined community,’ negotiate their space, their identities, and their ways of knowing through a Hip-Hop pedagogy. Our analysis is informed by Mignolo’s epistemic disobedience and the geo- and body-politics that challenge neo-colonial epistemologies. The global scope of Hip-Hop culture and its manifestations in West Africa nuances the ways in which young people view education and its impact on their social identity. A transnégritude perspective aptly ‘straddles’ black identity, agency, and deconstructionism and allows for a fluid navigation of Hip-Hop pedagogy. Through a Hip-Hop pedagogy, young people in Senegal work towards social transformation vis-a-vis informal education as a response to imperialism. In so doing, this study intends to contribute to qualitative inquiries on the connections between Hip-Hop, identity formation, and the ‘fluidity and location of engagement’ in Hip-Hop culture. The goal is to challenge the formal schooling context and interrogate youth identity and engagement vis-a-vis social transformation.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48331405","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 : 2022-03-23DOI: 10.1080/1743727X.2022.2054981
P. Boda, Emily A. Nusbaum, Saili S. Kulkarni
ABSTRACT Drawing from critical theory and intersectionality, we speak with and through racially just methodologies and epistemologies to problematize who is being centred, for what purpose, and encourage the visibilizing of identities not explicitly engaged within this work. We argue that for racially just research to challenge how whiteness and ableism are embodied by traditional research design approaches it needs to problematize the coloniality wedded in such commitments and bear witness to the importance that disability identities, culture, justice, and freedom have in this endeavour. We first unpack what racially just methodologies and epistemologies have enquired from the late 1990s-2020, as well as where disability and coloniality have been represented (erased) in this work. Then, we engage with Mignolo’s seminal theorization of epistemic disobedience and its importance in the generation of our thesis. Finally, we make visible the need to conceptualize the margins within racially just enquiries that seek to disrupt whiteness in educational research by problematizing the ontological erasure of disability among these justice-oriented projects. We end by shifting from ‘what is’ toward ‘what if’ to envision radical possibilities for the future that disrupt mono-categorical enquiries seeking to challenge racism but invariably leave Othered identity nexuses undertheorized by design.
{"title":"From ‘what is’ toward ‘what if’ through intersectionality: problematizing ableist erasures and coloniality in racially just research","authors":"P. Boda, Emily A. Nusbaum, Saili S. Kulkarni","doi":"10.1080/1743727X.2022.2054981","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2054981","url":null,"abstract":"ABSTRACT Drawing from critical theory and intersectionality, we speak with and through racially just methodologies and epistemologies to problematize who is being centred, for what purpose, and encourage the visibilizing of identities not explicitly engaged within this work. We argue that for racially just research to challenge how whiteness and ableism are embodied by traditional research design approaches it needs to problematize the coloniality wedded in such commitments and bear witness to the importance that disability identities, culture, justice, and freedom have in this endeavour. We first unpack what racially just methodologies and epistemologies have enquired from the late 1990s-2020, as well as where disability and coloniality have been represented (erased) in this work. Then, we engage with Mignolo’s seminal theorization of epistemic disobedience and its importance in the generation of our thesis. Finally, we make visible the need to conceptualize the margins within racially just enquiries that seek to disrupt whiteness in educational research by problematizing the ontological erasure of disability among these justice-oriented projects. We end by shifting from ‘what is’ toward ‘what if’ to envision radical possibilities for the future that disrupt mono-categorical enquiries seeking to challenge racism but invariably leave Othered identity nexuses undertheorized by design.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44948528","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 : 2022-03-01DOI: 10.1080/1743727X.2022.2043843
Cee Carter, Korina M. Jocson
ABSTRACT Race theories generate method-making and onto-epistemological connections central to inquiry. In this article, the authors share a conversation that created methodological openings about what constitutes ‘racially just’ in this particular moment of qualitative research. Is the call for ‘racially just’ a form of disruption or rupture? Is it a logic of inclusion, or a logic of obliteration? While the racial character of knowledge systems has become more explicit, it is important to consider how the analytics of raciality, a social scientific apparatus that produces racial subjugation, is already configured and entangled within sociopolitical systems. Following the work of Denise Ferreira da Silva, the authors argue that attention to raciality requires a different set of critical strategies for troubling ‘racially just’ approaches in the name of racial justice, asking more of themselves, of each other, and of their collective aims to unsettle colonial and racial logics within and outside of higher education institutions. The potential for transforming research practises and the teaching of research methods, by building on radical women of colour feminisms, are also discussed.
摘要：种族理论产生了方法制定，并建立了探究的核心认识论联系。在这篇文章中，作者们分享了一段对话，这段对话为在这一特定的定性研究时刻，什么是“种族公正”创造了方法上的机会。对“种族歧视”的呼吁是一种破坏还是破裂？这是一种包容的逻辑，还是一种抹杀的逻辑？虽然知识系统的种族特征变得更加明确，但重要的是要考虑对种族主义的分析，这是一种产生种族征服的社会科学工具，是如何在社会政治系统中配置和纠缠的。继Denise Ferreira da Silva的工作之后，作者们认为，对种族主义的关注需要一套不同的批判策略，以种族正义的名义来扰乱“种族公正”的方法，更多地询问自己、彼此以及他们的集体目标，以扰乱高等教育机构内外的殖民和种族逻辑。还讨论了通过建立激进的有色人种女性主义来转变研究实践和研究方法教学的潜力。
{"title":"Untaming/untameable tongues: methodological openings and critical strategies for tracing raciality","authors":"Cee Carter, Korina M. Jocson","doi":"10.1080/1743727X.2022.2043843","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2043843","url":null,"abstract":"ABSTRACT Race theories generate method-making and onto-epistemological connections central to inquiry. In this article, the authors share a conversation that created methodological openings about what constitutes ‘racially just’ in this particular moment of qualitative research. Is the call for ‘racially just’ a form of disruption or rupture? Is it a logic of inclusion, or a logic of obliteration? While the racial character of knowledge systems has become more explicit, it is important to consider how the analytics of raciality, a social scientific apparatus that produces racial subjugation, is already configured and entangled within sociopolitical systems. Following the work of Denise Ferreira da Silva, the authors argue that attention to raciality requires a different set of critical strategies for troubling ‘racially just’ approaches in the name of racial justice, asking more of themselves, of each other, and of their collective aims to unsettle colonial and racial logics within and outside of higher education institutions. The potential for transforming research practises and the teaching of research methods, by building on radical women of colour feminisms, are also discussed.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43561211","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 : 2022-03-01DOI: 10.1080/1743727X.2022.2046726
M. Gast, J. Chisholm, Yohimar Sivira-Gonzalez, Trisha A. Douin
ABSTRACT Colour-blind discourse represents dominant American racial ideologies surrounding principles of equal opportunity and assumptions that racism and systemic racial inequities are things of the past, ‘naturally occurring’ issues, or problems relegated to individual choices and behaviours. Qualitative researchers who seek to disrupt the legitimation of Whiteness and colour-blind and subtle racism can respond to these forms of injustices during interviews and conversations; yet, past work rarely highlights the researcher and researcher challenges in these processes. Additionally, traditional methodologies typically push researchers to reflect on racism and injustices after such moments have passed or to miss them altogether. We analyse the potential and constraints of qualitative educational researchers in responding to such moments in real time. We use a case study of a high school peer-mentoring programme with multilingual and emerging multilingual students of colour and teachers to unpack prevailing racial tensions and assumptions during interviews and situate ourselves, as qualitative researchers, in those processes. We discuss how research team-members can collectively prepare to challenge colour-blind ideological stances through active interviewing and reflexivity-in-practice, opportunities for counternarratives, engaging White allies, and partnerships with schools for critical conversations.
{"title":"Racialized moments in qualitative interviews: confronting colour-blind and subtle racism in real time","authors":"M. Gast, J. Chisholm, Yohimar Sivira-Gonzalez, Trisha A. Douin","doi":"10.1080/1743727X.2022.2046726","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2046726","url":null,"abstract":"ABSTRACT Colour-blind discourse represents dominant American racial ideologies surrounding principles of equal opportunity and assumptions that racism and systemic racial inequities are things of the past, ‘naturally occurring’ issues, or problems relegated to individual choices and behaviours. Qualitative researchers who seek to disrupt the legitimation of Whiteness and colour-blind and subtle racism can respond to these forms of injustices during interviews and conversations; yet, past work rarely highlights the researcher and researcher challenges in these processes. Additionally, traditional methodologies typically push researchers to reflect on racism and injustices after such moments have passed or to miss them altogether. We analyse the potential and constraints of qualitative educational researchers in responding to such moments in real time. We use a case study of a high school peer-mentoring programme with multilingual and emerging multilingual students of colour and teachers to unpack prevailing racial tensions and assumptions during interviews and situate ourselves, as qualitative researchers, in those processes. We discuss how research team-members can collectively prepare to challenge colour-blind ideological stances through active interviewing and reflexivity-in-practice, opportunities for counternarratives, engaging White allies, and partnerships with schools for critical conversations.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49028078","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 : 2022-02-28DOI: 10.1080/1743727X.2022.2043269
Cindy R. Escobedo, Lorena Camargo Gonzalez
ABSTRACT This research article is a theoretical guide for scholars interested in bridging Critical Race Theories, Chicana/Latina Feminist frameworks, and historical sensibilities to disrupt whiteness within research about Chicana/o/x and Latina/o/x education. We articulate the contours of a Critical Race Feminista Praxis and provide examples of its application by sharing lessons learned from carrying research centred on the experiences of Chicana/o/x and Latina/o/x communities. We posit, social justice transformation is manifested when Education researchers uplift Chicana/o/x and Latina/o/x histories of resilience and resistance by nurturing a Critical Race Feminista Praxis.
{"title":"Nurturing a Critical Race Feminista Praxis: engaging education research with a historical sensibility","authors":"Cindy R. Escobedo, Lorena Camargo Gonzalez","doi":"10.1080/1743727X.2022.2043269","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2043269","url":null,"abstract":"ABSTRACT This research article is a theoretical guide for scholars interested in bridging Critical Race Theories, Chicana/Latina Feminist frameworks, and historical sensibilities to disrupt whiteness within research about Chicana/o/x and Latina/o/x education. We articulate the contours of a Critical Race Feminista Praxis and provide examples of its application by sharing lessons learned from carrying research centred on the experiences of Chicana/o/x and Latina/o/x communities. We posit, social justice transformation is manifested when Education researchers uplift Chicana/o/x and Latina/o/x histories of resilience and resistance by nurturing a Critical Race Feminista Praxis.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45814667","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 : 2022-02-24DOI: 10.1080/1743727X.2022.2042244
Jonas Aspelin
ABSTRACT During the last decades, a large body of research has contributed to knowledge on the teacher-student relationship (TSR). However, more research is needed regarding TSR as constructed in interaction and on developing methods for investigating such processes. This paper outlines a method for detailed, close interpretation and analysis of TSR, tentatively labelled ‘Microscopic Relational Analysis’ (MRA). It discusses MRA’s relevance to studying TSR and how MRA can be conducted. The following five themes and principles are discussed and illustrated through previous and ongoing studies: (1) MRA focuses on TSR as a dynamic phenomenon, a social bond that continuously changes in interaction; (2) MRA explores connections between TSR and the microworld of the classroom, i.e. social processes beneath the surface of interaction; (3) MRA implies oscillation between smaller parts and greater wholes; it includes meticulous transcriptions of interaction, and interpretations about qualities of TSR; (4) MRA acknowledges teachers’ and students’ subjective experiences in TSR, i.e. their thoughts, feelings, and intentions; (5) MRA primarily uses video recordings; such material enables detailed descriptions, analyses, and interpretations of TSR as built sequence by sequence in interaction. Implications for researchers, teacher educators, and in-service teachers are provided.
{"title":"Microscopic relational analysis: a method for researching the teacher-student relationship","authors":"Jonas Aspelin","doi":"10.1080/1743727X.2022.2042244","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2042244","url":null,"abstract":"ABSTRACT During the last decades, a large body of research has contributed to knowledge on the teacher-student relationship (TSR). However, more research is needed regarding TSR as constructed in interaction and on developing methods for investigating such processes. This paper outlines a method for detailed, close interpretation and analysis of TSR, tentatively labelled ‘Microscopic Relational Analysis’ (MRA). It discusses MRA’s relevance to studying TSR and how MRA can be conducted. The following five themes and principles are discussed and illustrated through previous and ongoing studies: (1) MRA focuses on TSR as a dynamic phenomenon, a social bond that continuously changes in interaction; (2) MRA explores connections between TSR and the microworld of the classroom, i.e. social processes beneath the surface of interaction; (3) MRA implies oscillation between smaller parts and greater wholes; it includes meticulous transcriptions of interaction, and interpretations about qualities of TSR; (4) MRA acknowledges teachers’ and students’ subjective experiences in TSR, i.e. their thoughts, feelings, and intentions; (5) MRA primarily uses video recordings; such material enables detailed descriptions, analyses, and interpretations of TSR as built sequence by sequence in interaction. Implications for researchers, teacher educators, and in-service teachers are provided.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44434472","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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