Resisting Oppressive Spaces within Paradigms
Chapter 1: An Overview
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Permit me, first of all, to apologize. I realize the title of this book may seem dense and convoluted, weighed down by adjectives. For that, I beg your (the reader’s) pardon; and I also ask for your patience as I gradually unpack and explain concepts in this and the next three chapters comprising the first part of the book, “Constructing the Stage for the Performance.” This book is directed to “critically engaged” researchers and scholars in social sciences, humanities, and education, as well as related communities such as those of teachers, administrators, policy makers, and indeed the general public inclined to the issues raised herein. The adjective “critically engaged” refers to feeling “a responsibility to address processes of unfairness or injustice within a particular lived domain” so as “to make a contribution toward changing those conditions toward greater freedom and equity” (Madison, 2012, p. 5). When one acts upon, or desires to act upon, this felt responsibility by way of her/his academic work as a researcher, she/he takes on “issues of inequity and injustice in particular social moments and places” and thus embarks upon “a social justice agenda” (Denzin, 2014, p. x). For such “social justice-oriented” readers, this book hopes to inspire advocacy.
This, in research or writing, may be seen in various ways (Krumer-Nevo, 2012, p. 185). Among these are [i] concrete consequences such as language translation-interpretation services offered by a community to migrant workers ← 3 | 4...
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