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 Seven: Beyond Scientific “Facts”: Choosing to Honor and Make Visible a Variety of Knowledge Systems
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Beyond Scientific “Facts”
Choosing to Honor and Make Visible a Variety of Knowledge Systems
CASSIE F. QUIGLEY AND NICOLE BEEMAN-CADWALLADER
For several centuries, the definition of science consisted of only one particular view—a view that originated primarily in Western societies, from middle- and upper-class white men (often called Western Modern Science, WMS, in the literature). Grande (2004) called the foundation of WMS the “deep colonialist consciousness,” whereby “objective ‘expert’ knowledge is elicited to solve problems and address crises and traditional knowledge (defined by its non-rational, subjective nature) is viewed as irrelevant or distortional to the objective understanding of the world” (p. 69). Hence, the “deep colonial consciousness” embedded within WMS influences whose knowledge is legitimized in the scientific community (Harding, 1991), and, we argue, from where knowledge can be legitimized.
Focusing attention on specific places potentially broadens the scope of whose knowledge garners value in the scientific and science education communities. Place as a concept attracts attention from scholars in a range of academic disciplines, and, hence, carries different meanings. For example, some focus on the psychological dimensions of place (Chawla, 1992), whereas others focus on the geographic features (Tuan, 1977) or cultural and natural landscapes of a specific region (Jackson, 1997). In our research, we seek to value the scientific knowledge that emerges from the interactions between the sociocultural, biophysical, political/economic, and psychological dimensions of specific places. Doing so directly disrupts...
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