Moving from Idealism Towards Hope
Appendix C. Data Analysis
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I drew on four overlapping methodological and philosophical orientations as a means for data analysis: Inquiry Stance, Critical Pedagogy, Counternarratives, and Ethnographic Methods.
To investigate the complexity of the phenomena observed within TFA, I adopted an inquiry stance. With the ultimate goal of improving the professional practice, this work investigates intersecting layers of complexity in the field—cultural, contextual, positional, political, historical, and institutional (S. Ravitch, 2014, pp. 7–9). An inquiry stance generates contextualized knowledge and problematizes hegemonic standard narratives; it seeks to link individuals within their micro-contexts to the macro-context of larger groups and social movements seeking to address educational inequity (Cochran-Smith & Lytle, 2009, p. viii). An inquiry stance is integral to action research. This study initially focused on not only generating knowledge, but also influencing the practices of TFA as an institution, particularly how they related to CMs’ lived narratives when CMs did not align with dominant reform narrative. ← 193 | 194 →
Critical Pedagogy and Counternarratives
To better work with, rather than for, the many already laboring for educational equity and justice, I adopted Paulo Freire’s school of critical pedagogy. Critical theory helps to “recognize as social and systemic what was previously understood as isolated and individual” (Crenshaw, 1991, pp. 1241–1242) and critical pedagogy includes: “Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clich...
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