Challenging status quo retrenchment : new directions in critical research
- Charlotte, NC : Information Age Publishing, Inc., 
- Physical description
- xiii, 230 pages : illustrations ; 24 cm.
- Critical constructions.
LB1028.24 .C35 2013
- Unknown LB1028.24 .C35 2013
- Includes bibliographical references.
- Uncollapsing ethics: racialized sciencism, settler coloniality, and an ethical framework of decolonial participatory action research / Eve Tuck and Monique Guishard
- Challenging epistemological authority in qualitative research: an emancipatory approach / Noah De Lissovoy, Emmet Campos, and Jeannette Alarcon
- On considering quantitative research / Faith Agostinone-Wilson
- Song of myself: honoring the individual as critical scholarship / P.L. Thomas
- Letters as windows into a life of praxis: using the epistolary genre to explore the tensions between the private self and public action / Robert Lake
- Flexible, reciprocal, and on-site research: developing praxis that productively challenges all participants in a U.S. urban school community / Patricia Paugh, Jorgeline Abbate-Vaughn, and Geoff Rose
- Multivoiced research with children: exploring methodological issues in children's documentation of school projects / Christina Siry and Carola Mick
- "Talk to students about what's really going on": researching the experiences of marginalized youth / Carl E. James and Leanne Taylor
- The politics of nativism in U.S. public education: critical race theory and Burundian children with refugee status / Nick Mariner, Allison Anders, and Jessica Lester
- Video of the oppressed: insights into local knowledge, perspectives, and interests with youth / Donna DeGennaro and Rick Duque
- Qualitative research for antiracism: a feminist approach informed by Marxism / Sarah Bell and Mike Cole.
- Publisher's Summary
- 2012 marks ten years of No Child Left Behind and the U.S. federal government's official designation of what qualifies as ""scientifically based research"" (SBR) in education. Combined, these two policies have resulted in a narrowing of education via standardisation and high stakes testing (Au, 2007) as well as the curtailment of forms of inquiry that are deemed legitimate for examining education (Wright, 2006). While there has been much debate about the benefits and limitations of the NCLB legislation (e.g., Au, 2010) and SBR (e.g., Eisenhart & Towne, 2003), critical researchers have held strong to their position: The reductionistic narrowing of education curricula and educational research cannot solve the present and historical inequities in society and education (Shields, 2012). Contrarily, reductionism (via standardisation and/or methodological prescription) exacerbates the challenges we face because it effectively erases the epistemological, ontological, and axiological diversity necessary for disrupting hegemonic social structures that lie at the root of human suffering (Kincheloe, 2004). Not only has NCLB proven incapable of overcoming inequalities, but there seems to be sufficient evidence to suggest it was never really intended to eliminate poverty and human suffering. That is, it seems NCLB, despite its lofty title and public discourse, is actually designed to advance the agenda of handing public education over to for-profit corporations to manage and privatise thereby intensifying the capitalist class' war on those who rely on a wage to survive (Malott, 2010). In the present ethos, reductionism upholds and retrenches the status quo (i.e. the basic structures of power), and it puts at risk education and educational research as means of working toward social justice (Biesta, 2007). Because social justice can be interpreted in multiple ways, we might note that we understand critical social justice as oriented toward action and social change. Thus, critical education and research may have potential to contribute to a number of social justice imperatives, such as: redistributing land from the neo-colonising settler-state to Indigenous peoples, halting exploitative labour relations and hazardous working conditions for wage-earners, and engaging in reparations with formerly enslaved communities.
(source: Nielsen Book Data)
- Publication date
- edited by Tricia M. Kress, the University of Massachusetts Boston, Curry Malott, West Chester University of Pennsylvania, Brad Porfilio, Lewis University.
- Critical constructions: studies on education and society