Possibilities and Tensions in Educational Research
Edited By Ruth Nicole Brown, Rozana Carducci and Candace R. Kuby
1) Disrupt traditional notions of research roles and relationships
2) Disrupt dominant approaches to the collection and analysis of data
3) Disrupt traditional notions of representing and disseminating research findings
4) Disrupt rigid epistemological and methodological boundaries
5) Disrupt disciplinarily boundaries and assumptive frameworks of how to do educational research
Scholars and graduate students interested in disrupting traditional approaches to the study of education will find this book of tremendous value. Given the inclusion of both research examples and reflective narratives, this book is an ideal text for adoption in introductory research design seminars as well as advanced courses devoted to theoretical and practical applications of qualitative and interpretive methodologies.
Chapter Two: Reports of Illegal Activities by Research Participants: Meaning-Making Through Reflexivity, Dis-Order, and Mexican-American Studies
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Reports OF Illegal Activities BY Research Participants
Meaning-Making Through Reflexivity, Dis-Order, and Mexican American Studies
Trained as a traditional educational researcher in a doctoral program, and as a faculty member in a Mexican American Studies (MAS) department, I embarked upon a research project about Maya Montanez, a Mexican American young woman, and her written, spoken, embodied, and performative practices. Upon recording and documenting her educational life history, I quickly realized that my training had not prepared me for addressing her reports of four types of illegal practices. These four types are carried out by her person and her family, as well as by other Mexicans and Mexican Americans. The practices involve a guage (an unlicensed after-hours speakeasy), the smuggling of goods (la fayuca), dumpster-diving, and undocumented status. To contemplate what to make of her reports of unlawfulness, I undertook a methodological rumination that I discuss in this chapter. I pin-point unhelpful trends in traditional qualitative researcher reflexivity so as not to repeat them. I also identify and apply critical methodological strategies that focus more on ideology and less on training steps in how to conduct research (cf. Sheftel & Zembrzycki, 2010). Ideology involves political interests propagated through the stratification of people in socio-economic hierarchies. Social formations and cultural biases reinforce dominant ideology, through U.S. law and norms, as natural, proper, and ideal. I focus on making visible the four types of sanctionable practices...
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