临界是至关重要的:我们所说和所做的忠实

Jr. James S. Holly
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引用次数: 1

摘要

马丁和加尔扎(2020)的文章提出了一个值得称赞的案例,在全球历史上一个痛苦的时刻,赋予边缘化学生在工程教育研究中的权力。在美国黑人忍受着卫生和执法方面的结构性不公正的同时,一位黑人妇女克服结构性教育障碍的经历非常引人注目。这一回应通过涉及两个重要问题扩展了对他们工作的讨论:1)什么是自我民族志?2)白人学者如何在支持黑人学生的同时又不强化白人至上的好处?虽然这些问题看起来很不同——一个关注方法论,另一个关注学术实践的文化——但它们代表了工程教育研究中一个日益增长的趋势,即使用自我民族志作为一种呈现边缘化声音的方式。由于这一趋势具有如此巨大的革命性潜力,我对工程教育研究中的权力文化提出了一些批判性的反思,并就研究实践如何以治疗为中心和权力转移提供了建议。
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Criticality Is Crucial: Fidelity in What We Say and What We Do
Martin and Garza’s (2020) article presented a commendable case for empowering marginalized students in engineering education research at a poignant moment in global history. Presenting the experiences of a Black woman navigating the consequences of structural educational barriers as Black Americans endured the consequences of structural injustices in health and law enforcement was quite compelling. This response extends the discussion of their work by engaging with two important questions: 1) What is autoethnography? and 2) How can White scholars support Black students without also reinforcing the benefits of White supremacy? Although these questions seem distinct—one focuses on the methodology, the other on the culture of scholarly practices—they represent a growing trend in engineering education research to use autoethnography as a way to present the voices of the marginalized. Because this trend has so much revolutionary potential, I provide some critical reflections on the culture of power in engineering education research and offer suggestions on how research practices can be healing-centered and power-shifting.
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