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 Eight: “Bringing a Little Bit of Heaven to Humanity”: Raising Hell While Interrupting Traditional Methods for the Purpose of Justice
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“Bringing A Little Bit OF Heaven TO Humanity”
Raising Hell While Interrupting Traditional Methods for the Purpose of Justice
The quote in the title of this chapter is taken from a conversation with a colleague on the intention of interrupting the status quo in community-based educational research.1 During our interaction, I mentioned how “raising hell” is often a precondition in the radical tradition of engaged, activist research. Often, community-engaged, activist researchers are tagged with the moniker, “hell-raiser” or “difficult” when they make conscious attempts to challenge traditional research paradigms that are not sanguine to the needs of communities that are working towards just solutions to address their conditions. Because we ourselves have been tagged in such a way, my colleague was explaining to me that we are not raising hell, but are instead “bringing a little bit of heaven to humanity.” The interruption of traditional methods is the “heaven” the humanity of researchers needs to engage to refute the colonial relationship often engendered in traditional research methods. Integral to the process of methodological interruption is the realization that despite the unpopularity of authentic community engagement, it often serves as a recruitment tool for students and like-minded faculty at the university level. Using the city of Chicago as the site, this chapter highlights the author’s experience in a local public school, as the central office of Chicago Public Schools (CPS) attempted to close the...
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