Educational Research Practice in Southern Contexts
Recentring, Reframing and Reimagining Methodological Canons
Herausgeber: Swartz, Sharlene; Arnot, Madeleine; Singal, Nidhi
Educational Research Practice in Southern Contexts
Recentring, Reframing and Reimagining Methodological Canons
Herausgeber: Swartz, Sharlene; Arnot, Madeleine; Singal, Nidhi
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This book offers reflections, case studies, and critically, research methods and processes designed to decentre, reframe, and reimagine educational research in ways that question existing approaches and operationalise the tenets of decolonising theory.
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This book offers reflections, case studies, and critically, research methods and processes designed to decentre, reframe, and reimagine educational research in ways that question existing approaches and operationalise the tenets of decolonising theory.
Produktdetails
- Produktdetails
- Verlag: Routledge
- Seitenzahl: 360
- Erscheinungstermin: 13. Oktober 2023
- Englisch
- Abmessung: 234mm x 156mm x 22mm
- Gewicht: 703g
- ISBN-13: 9781032409337
- ISBN-10: 1032409339
- Artikelnr.: 68475180
- Verlag: Routledge
- Seitenzahl: 360
- Erscheinungstermin: 13. Oktober 2023
- Englisch
- Abmessung: 234mm x 156mm x 22mm
- Gewicht: 703g
- ISBN-13: 9781032409337
- ISBN-10: 1032409339
- Artikelnr.: 68475180
Sharlene Swartz is Head of the Equitable Education and Economies research division at the Human Sciences Research Council, South Africa. Nidhi Singal is a Professor of Disability and Inclusive Education at the Faculty of Education, University of Cambridge, UK. Madeleine Arnot is Emerita Professor in Sociology of Education in the Faculty of Education at the University of Cambridge, UK.
1. Recentring, reframing and reimagining the canons of educational research
PART 1: RECENTRING SOUTHERN EXPERIENCES OF EDUCATION, KNOWLEDGE AND POWER
2. Towards a postcolonial research ethics in comparative and international
education 3. Researching disability and education: Rigour, respect, and
responsibility 4. Decentring hegemonic gender theory: The implications for
educational research 5. Indigenous anti-colonial knowledge as 'heritage
knowledge' for promoting Black/African education in diasporic contexts 6.
Postcolonial models, cultural transfers and transnational perspectives in
Latin America: A research agenda PART 2: REFRAMING THE CODES, RULES, AND
RITUALS OF EDUCATIONAL RESEARCH PRACTICE 7. Reflexivity and the politics of
knowledge: Researchers as 'brokers' and 'translators' of educational
development 8. Non-Chinese researchers conducting research in Chinese
cultures: Critical reflections 9. (Re)Centering the spirit: A spiritual
black feminist take on cultivating right relationships in qualitative
research 10. Fieldwork for language education research in rural Bangladesh:
Ethical issues and dilemmas 11. Informed consent in educational research in
the South: Tensions and accommodations PART 3: RE-IMAGINING EDUCATIONAL
RESEARCH APPROACHES FOR EMANCIPATION 12. Indigenous data, indigenous
methodologies and indigenous data sovereignty 13. Focus groups and
methodological rigour outside the minority world: Making the method work to
its strengths in Tanzania 14. Social Network Interviewing as an
emancipatory Southern methodological innovation 15. Getting the picture and
changing the picture: Visual methodologies and educational research in
South Africa 16. Entering an ambiguous space: Evoking polyvocality in
educational research through collective poetic inquiry 17. Researching
family lives, schooling and structural inequality in rural Punjab: The
power of a habitus listening guide 18. Pedagogy of absence, conflict, and
emergence: Contributions to the decolonisation of education from the Native
American, Afro-Portuguese and Romani experiences
PART 1: RECENTRING SOUTHERN EXPERIENCES OF EDUCATION, KNOWLEDGE AND POWER
2. Towards a postcolonial research ethics in comparative and international
education 3. Researching disability and education: Rigour, respect, and
responsibility 4. Decentring hegemonic gender theory: The implications for
educational research 5. Indigenous anti-colonial knowledge as 'heritage
knowledge' for promoting Black/African education in diasporic contexts 6.
Postcolonial models, cultural transfers and transnational perspectives in
Latin America: A research agenda PART 2: REFRAMING THE CODES, RULES, AND
RITUALS OF EDUCATIONAL RESEARCH PRACTICE 7. Reflexivity and the politics of
knowledge: Researchers as 'brokers' and 'translators' of educational
development 8. Non-Chinese researchers conducting research in Chinese
cultures: Critical reflections 9. (Re)Centering the spirit: A spiritual
black feminist take on cultivating right relationships in qualitative
research 10. Fieldwork for language education research in rural Bangladesh:
Ethical issues and dilemmas 11. Informed consent in educational research in
the South: Tensions and accommodations PART 3: RE-IMAGINING EDUCATIONAL
RESEARCH APPROACHES FOR EMANCIPATION 12. Indigenous data, indigenous
methodologies and indigenous data sovereignty 13. Focus groups and
methodological rigour outside the minority world: Making the method work to
its strengths in Tanzania 14. Social Network Interviewing as an
emancipatory Southern methodological innovation 15. Getting the picture and
changing the picture: Visual methodologies and educational research in
South Africa 16. Entering an ambiguous space: Evoking polyvocality in
educational research through collective poetic inquiry 17. Researching
family lives, schooling and structural inequality in rural Punjab: The
power of a habitus listening guide 18. Pedagogy of absence, conflict, and
emergence: Contributions to the decolonisation of education from the Native
American, Afro-Portuguese and Romani experiences
1. Recentring, reframing and reimagining the canons of educational research
PART 1: RECENTRING SOUTHERN EXPERIENCES OF EDUCATION, KNOWLEDGE AND POWER
2. Towards a postcolonial research ethics in comparative and international
education 3. Researching disability and education: Rigour, respect, and
responsibility 4. Decentring hegemonic gender theory: The implications for
educational research 5. Indigenous anti-colonial knowledge as 'heritage
knowledge' for promoting Black/African education in diasporic contexts 6.
Postcolonial models, cultural transfers and transnational perspectives in
Latin America: A research agenda PART 2: REFRAMING THE CODES, RULES, AND
RITUALS OF EDUCATIONAL RESEARCH PRACTICE 7. Reflexivity and the politics of
knowledge: Researchers as 'brokers' and 'translators' of educational
development 8. Non-Chinese researchers conducting research in Chinese
cultures: Critical reflections 9. (Re)Centering the spirit: A spiritual
black feminist take on cultivating right relationships in qualitative
research 10. Fieldwork for language education research in rural Bangladesh:
Ethical issues and dilemmas 11. Informed consent in educational research in
the South: Tensions and accommodations PART 3: RE-IMAGINING EDUCATIONAL
RESEARCH APPROACHES FOR EMANCIPATION 12. Indigenous data, indigenous
methodologies and indigenous data sovereignty 13. Focus groups and
methodological rigour outside the minority world: Making the method work to
its strengths in Tanzania 14. Social Network Interviewing as an
emancipatory Southern methodological innovation 15. Getting the picture and
changing the picture: Visual methodologies and educational research in
South Africa 16. Entering an ambiguous space: Evoking polyvocality in
educational research through collective poetic inquiry 17. Researching
family lives, schooling and structural inequality in rural Punjab: The
power of a habitus listening guide 18. Pedagogy of absence, conflict, and
emergence: Contributions to the decolonisation of education from the Native
American, Afro-Portuguese and Romani experiences
PART 1: RECENTRING SOUTHERN EXPERIENCES OF EDUCATION, KNOWLEDGE AND POWER
2. Towards a postcolonial research ethics in comparative and international
education 3. Researching disability and education: Rigour, respect, and
responsibility 4. Decentring hegemonic gender theory: The implications for
educational research 5. Indigenous anti-colonial knowledge as 'heritage
knowledge' for promoting Black/African education in diasporic contexts 6.
Postcolonial models, cultural transfers and transnational perspectives in
Latin America: A research agenda PART 2: REFRAMING THE CODES, RULES, AND
RITUALS OF EDUCATIONAL RESEARCH PRACTICE 7. Reflexivity and the politics of
knowledge: Researchers as 'brokers' and 'translators' of educational
development 8. Non-Chinese researchers conducting research in Chinese
cultures: Critical reflections 9. (Re)Centering the spirit: A spiritual
black feminist take on cultivating right relationships in qualitative
research 10. Fieldwork for language education research in rural Bangladesh:
Ethical issues and dilemmas 11. Informed consent in educational research in
the South: Tensions and accommodations PART 3: RE-IMAGINING EDUCATIONAL
RESEARCH APPROACHES FOR EMANCIPATION 12. Indigenous data, indigenous
methodologies and indigenous data sovereignty 13. Focus groups and
methodological rigour outside the minority world: Making the method work to
its strengths in Tanzania 14. Social Network Interviewing as an
emancipatory Southern methodological innovation 15. Getting the picture and
changing the picture: Visual methodologies and educational research in
South Africa 16. Entering an ambiguous space: Evoking polyvocality in
educational research through collective poetic inquiry 17. Researching
family lives, schooling and structural inequality in rural Punjab: The
power of a habitus listening guide 18. Pedagogy of absence, conflict, and
emergence: Contributions to the decolonisation of education from the Native
American, Afro-Portuguese and Romani experiences