| Title | Author | Year | Add to Folder |
| Space, place and race : Ethics in practice for educational research in ethnically diverse rural Australia.
| Kline, Jodie
Soejatminah, Sri
Walker-Gibbs, Bernadette | 2014 |
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Title: Space, place and race : Ethics in practice for educational research in ethnically diverse rural Australia.
Author(s): Kline, Jodie | Soejatminah, Sri | Walker-Gibbs, Bernadette |
Journal Details: Australian and International Journal of Rural Education v.24 n.3 p.49-67
Published: December 2014
ISSN: 1839-7387
Abstract: Research in Australia's ethnically diverse rural and regional communities requires an approach that is informed by notions of space, place and culture, and which recognises race as a relational social construct mediated by social and political discourse and context, and prone to change overtime. This review examines how teacher education researchers connect culturally competent research and rural ethics with the view to improving education systems, addressing rural teacher workforce issues, informing the preparation of pre-service teachers, and, most importantly, ensuring that rural students have access to educational opportunities that are engaging and meet their needs. It focuses specifically on researcher positionality on the insider-outsider continuum and how this informs ethical research in diverse rural communities, particularly those in which visible new migrants reside. Peer-reviewed journal articles that discuss how education researchers negotiate working in rural space are examined and considered in relation to discourse about ethics in practice and the insider/outsider continuum. Scholarship reflected in the literature spanned the fields of rural/research ethics, inclusive education, education research methodology and research with new migrants, minority and marginalised groups. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=205500
Record No: 205500 From EdResearch online
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| 'The project cannot be approved in its current form' : feminist visual research meets the human research ethics committee.
| Pitt, Penelope | 2014 |
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Title: 'The project cannot be approved in its current form' : feminist visual research meets the human research ethics committee.
Author(s): Pitt, Penelope |
Journal Details: Australian Educational Researcher v.41 n.3 p.311-325
Published: July 2014
ISSN: 0311-6999
Abstract: This article reflects on a university human research ethics committee's unease regarding a feminist visual pilot study within the field of education. The small exploratory study proposed to explore a migrant mother's production of her son's identity through her family photograph collection. The committee requested substantial changes to the research design which centred primarily on their concerns regarding risk of harm to pre-existing relationships, and also issues of anonymity and consent. The author considers the combined liberal individualist, utilitarian and positivist biomedical basis for the ethics committee's discomfort with the proposed research which was to involve members of her family. The author draws on her experience of the review process to critique the human research ethics committee paradigm which constructs the ideal researcher as an objective and disinterested observer, hinges on a weighing of risks and benefits, and considers humans to be independent and equal. She demonstrates how the blanket application of these values acts to problematise some kinds of research, and how these values can be inappropriate, incompatible and even destructive when applied to research proposals that are exploratory, visual, and/or involve the researcher's family members as participants. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s13384-013-0136-6
Record No: 205509 From EdResearch online
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| Academic in-sourcing : international postdoctoral employment and new modes of academic production.
| Cantwell, Brendan | 2011 |
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Title: Academic in-sourcing : international postdoctoral employment and new modes of academic production.
Author(s): Cantwell, Brendan |
Journal Details: Journal of Higher Education Policy and Management v.33 n.2 p.101-114
Published: April 2011
ISSN: 1360-080X
Abstract: International postdoctoral researchers are growing in number and importance in academic research around the world. This is contextualised by a shift to international and enterprise modes of academic production. Through a multiple case study, this paper analyses the role of international postdoctoral employment in life sciences and engineering fields at universities in the United States and the United Kingdom. In doing so particular attention is given to understanding why there are increasing numbers of postdocs from abroad working in these fields and countries, and the ways in which international postdoctorates are incorporated into research laboratories and projects. International postdoctoral employment appears driven by the same factors in the US and United Kingdom but is related to different modes of academic production. The findings of this study have implications for research on academic labour, and the organisation of academic production. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/1360080X.2011.550032
Record No: 186591 From EdResearch online
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| Crossing and negotiating borders of identity, knowledge and tradition : coming to an understanding of Aboriginal women's performance in educational locales as a white woman.
| Mackinlay, E. | 2008 |
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Title: Crossing and negotiating borders of identity, knowledge and tradition : coming to an understanding of Aboriginal women's performance in educational locales as a white woman.
Author(s): Mackinlay, E. |
Journal Details: Journal of Australian Studies v.32 n.2 p.179-196
Published: June 2008
ISSN: 1444-3058
Abstract: When Indigenous performance traditions make the journey into the Western academy and other educational sites, they act and enact a direct challenge to largely colonial constructions and representations of Indigenous Australian peoples and cultures. This article explores the way Aboriginal women's performance traditions and knowledge from the Yanyuwa community in the remote town of Borroloola in the southwest Gulf of Carpentaria of the Northern Territory of Australia are displayed in educational contexts. How Yanyuwa women paint up, sing, dance and do 'tradition' in these spaces is examined as the author considers the types of choices constantly being made by performers about what types of knowledge will be shared or remain secret, which layers of meaning will be revealed or concealed, and how they will perform these decisions in song and dance. Practicalities of performance, social interactions, personal relationships, professional intentions, and perceptions of the participants are analysed as an important part of this process. Questions are asked about the way that Yanyuwa women play around with the boundaries of tradition to sustain a sense of inside cultural validity yet present a meaningful and accessible performance for the outside audiences they encounter, and further the role that ethnomusicology has in opening up dialogic spaces to link Indigenous performance cultures with Western systems of knowledge. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/14443050802056714
Record No: 169637 From EdResearch online
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| The ethics of interpretation : the signifying chain from field to analysis.
| Lapping, C. | 2008 |
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Title: The ethics of interpretation : the signifying chain from field to analysis.
Author(s): Lapping, C. |
Journal Details: Discourse v.29 n.1 p.69-83
Published: March 2008
ISSN: 0159-6306
Abstract: This paper attempts to describe the relationship between the embodied practice of fieldwork and the written articulation of this experience. Starting from Valerie Hey's conceptualization of 'rapport' as form of 'intersubjective synergy', a moment of recognition of similarity within difference - similar in structure to Laclau and Moufffe's conceptualization of hegemony - the paper explores how we can understand these moments of recognition as positioned within a complex web of signifying chains that interlink social, psychic and linguistic means of representation. Laclau and Mouffe's logics of equivalence and difference and Lacan's account of the production of meaning through metaphor and metonymy provide a theoretical language through which to explore chains of meaning in two fragments of data drawn from a study comparing disciplines and institutions in higher education. The argument is that an awareness of these processes of production of meaning is necessary to the development of an ethical mode of interpretation. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/01596300701801351
Record No: 166032 From EdResearch online
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| Finding a space to make an impact within the contemporary world.
| Fredericks, B.
Croft, P. | 2008 |
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Title: Finding a space to make an impact within the contemporary world.
Author(s): Fredericks, B. | Croft, P. |
Journal Details: Studies in Learning, Evaluation, Innovation and Development v.5 n.1 p.1-12
Published: April 2008
ISSN: 1832-2050
Abstract: Indigenous peoples have generally been the objects of the research as has Indigenous art, dance, stories, artefacts, music and history. This is also the experience of Indigenous peoples in other parts of the world. Collectively Indigenous people are said to be the 'most researched people in the world'. As researchers, Indigenous people are relatively new travellers. This paper explores using first person narrative the issues experienced by two of these new travellers. The authors share part of their journey which was driven by process and a commitment to the broader Aboriginal and Torres Strait Islander political struggle. [Author abstract, ed]
URL (archived) : http://pandora.nla.gov.au/pan/45555/20081116-0006/www.sleid.cqu.edu.au/include/getdocca15.pdf?id=649&article=206&mode=pdf
Record No: 167081 From EdResearch online
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| Researching with Aboriginal women as an Aboriginal woman researcher.
| Fredericks, B. | 2008 |
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Title: Researching with Aboriginal women as an Aboriginal woman researcher.
Author(s): Fredericks, B. |
Journal Details: Australian Feminist Studies v.23 n.55 p.113-129
Published: March 2008
ISSN: 0816-4649
Abstract: Tewa man Gregory Cajete describes the concept of Pathway as it relates to Indigenous learning and education: The concept of Pathway, revealed in numerous ways in Indigenous education, is associated with mountains, winds, and orientation. Learning involves a transformation that unfolds through time and space. Pathway, a structural metaphor, combines with the process of journeying to form an active context for learning about spirit. Pathway is an appropriate metaphor since, in every learning process, we metaphorically travel an internal, and many times external, landscape. In travelling a Pathway, we make stops, encounter and overcome obstacles, recognise and interpret signs, seek answers, and follow the tracks of those entities that have something to teach us. We create ourselves anew. Path denotes a structure; Way implies a process. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/08164640701816272
Record No: 166135 From EdResearch online
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| Social policy research and the review of Australian higher education.
| Cass, B. | 2008 |
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Title: Social policy research and the review of Australian higher education.
Author(s): Cass, B. |
Journal Details: SPRC Newsletter n.100 p.6-7
Published: December 2008
ISSN: 1324-4639
Abstract: Where does a research centre like the Social Policy Research Centre (SPRC) at the University of New South Wales, established in 1980 and well into its 28th year, fit in Australia's higher education system? What might our research mission and long experience with engagements between research, policy debate, policy development, implementation and evaluation contribute to the review of Australia's higher education sector, currently underway and moving towards completion?
URL (archived) : http://web.archive.org/web/1000/http://www.sprc.unsw.edu.au/media/File/NL100.pdf
Record No: 174432 From EdResearch online
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| Sustainability of the research community : support structures and early career researchers.
| Orlando, J. | 2008 |
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Title: Sustainability of the research community : support structures and early career researchers.
Author(s): Orlando, J. |
Journal Details: AARE News n.62 p.8-9
Published: May 2008
ISSN: 1324-1214
Abstract: The author recently conducted a study into the institutional support for early career researchers (ECRs). There were two reasons for this study. First, today's research environment is dominated by very experienced researchers at the peak of their career. Consequently, competing for research grants and support is extremely difficult for ECRs. This disadvantage was highlighted in the non-defunct Research Quality Framework (RQF) which emphasised track records and research income as key indicators of worth. Despite the abandonment of the RQF, differentiation between researchers has not diminished nor have ECRs anxieties about working in this framework; particularly while we wait to see what shape ERA the Labor government's replacement for the RQF will take. Second, statistics indicate that between one third and one half of presently employed academics will reach retirement age in the next decade. This summary focuses on the feedback provided by ECRs.
URL (archived) : http://web.archive.org/web/20140204043242/http://www.aare.edu.au/newsletter_archive/62%20May%202008.pdf
Record No: 172636 From EdResearch online
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| Writing issues in designing doctoral research : interpretation, representation, legitimation and desiring in investigating the education of Australian show people.
| Danaher, P. A. | 2008 |
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Title: Writing issues in designing doctoral research : interpretation, representation, legitimation and desiring in investigating the education of Australian show people.
Author(s): Danaher, P. A. |
Journal Details: International Journal of Pedagogies and Learning v.4 n.2 p.29-42
Published: February 2008
ISSN: 1833-4105
Abstract: This paper deploys Denzin's four 'Writing Issues' as an interrogative lens for evaluating the appropriateness and utility of the design of a recent doctoral study of the educational aspirations and opportunities of Australian mobile show people. The deployment of that lens highlights a number of dilemmas and tensions that the researcher encountered in writing about a community traditionally subject to exoticisation and marginalisation in ways that were as 'true' as possible to the participants and that also fulfilled the taken-for-granted assumptions about doctoral research. The paper presents the argument that Denzin's 'Writing Issues' constitute one among several potentially useful frameworks for reflecting on the planning and conduct of an educational research project, as well as for navigating the specific challenges and opportunities involved in designing doctoral educational research. [Author abstract]
URL (archived) : http://pandora.nla.gov.au/pan/57063/20090322-0000/www.apacall.org/ijpl/v4n2/IJPLv4n2_article3.pdf
URL (conditional access) : http://dx.doi.org/10.5172/ijpl.4.2.29
Record No: 174442 From EdResearch online
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| Humanising the researcher : the influence of phenomenological research on a teacher educator.
| Giles, D. | 2007 |
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Title: Humanising the researcher : the influence of phenomenological research on a teacher educator.
Author(s): Giles, D. |
Journal Details: International Journal of Pedagogies and Learning v.3 n.1 p.6-12
Published: September 2007
ISSN: 1833-4105
Abstract: Phenomenological research is a way of researching that can have teacher educators turning towards a phenomenon which seriously interests them. In the process of becoming increasingly attuned to the 'essence' of the phenomenon in the participant's stories, the teacher educator–researcher is drawn towards a deeper consideration of her or his own experiences of the phenomenon. The construction of meaning emerges as the researcher reaches for an understanding that satisfies her or his own experience. The researcher is found hermeneutically circling for the essence of phenomena as this is shown in the text of lived experiences. Schmidt suggests that such an experience keeps the researcher– teacher educator 'awake, alive, and connected with what matters in life' – a transformative and humanising process that continues to influence praxis. This paper reports on a phenomenological research project where a teacher educator explored the phenomenon of the teacher–student relationship within the context of teacher education. This paper highlights the value of the research approach in attuning teacher educators towards the 'taken-for-granted' subtleties of their own practice. The research experience can have a transformative influence on the way that a teacher educator considers and lives a 'way of being' in practice. While exploring a phenomenon, the researcher's practice as a teacher educator is constantly to the fore of the inquiry. [Author abstract]
URL (archived) : http://pandora.nla.gov.au/pan/57063/20080322-0106/www.apacall.org/ijpl/v3n1/IJPLv3n1_article1.pdf
URL (conditional access) : http://dx.doi.org/10.5172/ijpl.3.1.6
Record No: 168185 From EdResearch online
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| Resisting the impositional potential of student voice work : lessons for liberatory educational research from poststructuralist feminist critiques of critical pedagogy.
| Cook-Sather, A. | 2007 |
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Title: Resisting the impositional potential of student voice work : lessons for liberatory educational research from poststructuralist feminist critiques of critical pedagogy.
Author(s): Cook-Sather, A. |
Journal Details: Discourse v.28 n.3 p.389-403
Published: September 2007
ISSN: 0159-6306
Abstract: Early 21st-century cautions regarding student voice work in educational research echo in striking ways some poststructuralist feminist critiques of critical pedagogies that proliferated in the early 1990s. Both warn against totalising, undifferentiated notions of and responses to oppressed, marginalised, and/or disempowered individuals or groups while sharing a commitment to the encouragement of critical analyses of existing social conditions (within and beyond classrooms) and the advocacy of changing dominant arrangements of power and participation. This article explores how conceptions of and cautions regarding two key foci of liberatory efforts - identity and voice - throw into relief the impositional potential of those efforts. It offers the conceptual framework provided by 'translation' to support a rethinking of students' and researchers' identities, roles, and participation in educational research as one of many necessarily ongoing efforts to resist the impositional potential of student voice work. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/01596300701458962
Record No: 160309 From EdResearch online
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| A sociology of pedagogic voice : power, inequality and pupil consultation.
| Arnot, M.
Reay, D. | 2007 |
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Title: A sociology of pedagogic voice : power, inequality and pupil consultation.
Author(s): Arnot, M. | Reay, D. |
Journal Details: Discourse v.28 n.3 p.311-325
Published: September 2007
ISSN: 0159-6306
Abstract: The concept of student voice is problematic. This paper considers two different traditions which theorise the notion of voice. The first is located within critical sociological studies of youth identity, drawing upon the notion of the often silenced voices of the marginalised, 'Othered' or subordinated as a means of exposing oppressive power relations. The paper outlines an alternative theorisation of student voice we call, following Bernstein, the sociology of pedagogic voice. Bernstein's distinction between voice and message plays a key role here in discriminating between: social and pedagogic identities; specialised voices based upon power relations and the realisation of those relations revealed in 'talk'; and dominant and subordinate voices and the 'yet to voiced'. This conceptualisation of voice suggests that pedagogies construct the voice/message which teachers and researchers hear - whether classroom talk, subject talk, identity talk or code talk. Caution is needed in assuming that power relations can be changed through the elicitation of student talk. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01596300701458814
Record No: 160304 From EdResearch online
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| Where do we look now? The future of research in Indigenous Australian education.
| Harrison, N. | 2007 |
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Title: Where do we look now? The future of research in Indigenous Australian education.
Author(s): Harrison, N. |
Journal Details: Australian Journal of Indigenous Education v.36 p.1-5
Published: 2007
ISSN: 1326-0111
Abstract: Research in Indigenous Australian education is at a dead-end. Researchers are still heading out into the field to look for new knowledge to answer old questions. The same epistemology dominates how we look, and where, while the methodology provides the researcher with a forced choice, one where either the student or the teacher is blamed for the lack of outcomes in Indigenous education. Where do we look now, and can we find something that has not been found before? The unequal historical relation that persists across Australia suggests that the process of research itself could be given as much attention as the search for quantifiable outcomes. The paper proposes that this process focus on the production of relations between schools and communities as well as on the search for knowledge. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=166043
http://dx.doi.org/10.1017/S1326011100004361
Record No: 166043 From EdResearch online
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| The problem of 'the problem with educational research'.
| McWilliam, E.
Lee, A. | 2006 |
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Title: The problem of 'the problem with educational research'.
Author(s): McWilliam, E. | Lee, A. |
Journal Details: Australian Educational Researcher v.33 n.2 p.43-60
Published: August 2006
ISSN: 0311-6999
Abstract: This paper takes up the question of the way in which 'the problem with educational research' is represented. It takes as its point of departure two recent views on 'the problem' – one expressed by an educational journalist and one presented by the Australian Council of Deans of Education. It locates these within a larger frame of international debate about educational research and its problems and considers how these arise out of particular dispositions towards educational research and, by extension towards, education itself. The paper suggests that the different positions on the problem with educational research, and hence on the solution to the problem, fail to engage in the question of education itself as a problem of the present. It argues that this problem is produced through twin fantasies about education: a redemptive fantasy about the possibility and the imperative for education to solve problems of social disadvantage; and a disciplinary fantasy that faculties of education can do this by themselves. Through an examination of the 'de-sciencing' of education in the past decade or so, and its recent 're-sciencing', the authors conclude that, with all the problems that might be identified that pertain to educational research and to faculties of education, the most significant might well be a failure of research imagination. Overcoming this problem demands engagement with provocative ideas coming from outside traditional educational expertise. [Author abstract]
URL (archived) : https://web.archive.org/web/*/http://www.aare.edu.au/aer/online/0602d.pdf
URL (conditional access) : http://dx.doi.org/10.1007/BF03216833
Record No: 154909 From EdResearch online
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| Towards a theory and practice of policy engagement : higher education research policy in the making.
| Gale, T. | 2006 |
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Title: Towards a theory and practice of policy engagement : higher education research policy in the making.
Author(s): Gale, T. |
Journal Details: Australian Educational Researcher v.33 n.2 p.1-14
Published: August 2006
ISSN: 0311-6999
Abstract: Academic engagement with higher education research policy in Australia, and with education policy more generally, is in crisis. This time around, it is not just that our theoretical tools are blunt and irrelevant, so are our politics. It seems our attention has been so consumed by 'what is policy' and with challenging its claims to authority, that we have missed or ignored imperatives to engage with its production. Even though some have attempted contributions, for the most part we have been 'coerced into an era of cooperation'. Getting ourselves out of this mess will take more than just better theories and new politics. It will require a degree of cooperation, to advance a theory and practice of policy engagement and to re-establish a field of education that resists the tendency to fragment and/or the temptation to defend itself 'against' policy. In this paper the author attempts an assessment of where we are theoretically and politically with regard to education policy and where we need to look to find new forms of policy engagement. By way of illustration, the author draws on examples from AARE (the Australian Association for Research in Education) and the Australian RQF (Research Quality Framework) although the analysis is by no means restricted to these. [Author abstract, ed]
URL (archived) : https://web.archive.org/web/*/http://www.aare.edu.au/aer/online/0602b.pdf
URL (conditional access) : http://dx.doi.org/10.1007/BF03216831
Record No: 154907 From EdResearch online
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| Towards useful and dangerous theories.
| Sikes, P. | 2006 |
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Title: Towards useful and dangerous theories.
Author(s): Sikes, P. |
Journal Details: Discourse v.27 n.1 p.43-51
Published: March 2006
ISSN: 0159-6306
Abstract: This article argues that is impossible to be in and of the world with any degree of functional success, without recourse to theory. Managing day-to-day life, let alone engaging in the relatively esoteric pursuit of research, demands some reasonably coherent framework of reference within which to make sense of experiences and perceptions. Theories are needed, in other words, plausible explanations for what's going on to live by. When there is so much that needs to be done in order to make the world a better place, it is particularly frustrating that committed researchers are having to spend time both in justifying and arguing for the use of critical theories and approaches and in meeting the accountability requirements of their institutions. Douglas Foley and Angela Valenzuela suggest that, partly as a result of such constraints, the most politically committed activist anthropologists are no longer to be found within academia. For one thing, they are unlikely to attain tenure but, in any case, they prefer to be involved in working with people on the ground in order to improve conditions rather than be just writing about them in 'acceptable', 'respectable', scientific formats. They are the academics who find it embarrassing 'that anthropologists have waxed so polemically over writing style and representational meaning while corporate capital runs amok across the globe with such transparent rapaciousness'. Such a state of affairs does tend to support Carr's accusation, quoted earlier, that education is no longer understood to be 'an ethical activity directed towards morally desirable or socially transformative ends'. It would be an immeasurable loss if committed educational researchers felt that they no longer had a place in the academy because, in however small a way, the sort of work such people have done over the years has advanced equity. Researchers have to continue to do the best and most socially just research possible. This means that they have to continue to challenge the conditions which seek to frame us otherwise, employing theoretical and methodological 'bricolage' in the quest for social justice. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/01596300500510260
Record No: 150191 From EdResearch online
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| The ethos of critical research and the idea of a coming research community.
| Simons, M.
Masschelein, J.
Quaghebeur, K. | 2005 |
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Title: The ethos of critical research and the idea of a coming research community.
Author(s): Simons, M. | Masschelein, J. | Quaghebeur, K. |
Journal Details: Educational Philosophy and Theory v.37 n.6 p.817-832
Published: December 2005
ISSN: 0013-1857
Abstract: Critical educational research offers the researcher a position and an ethos of comfort. Even the declared recognition of the relativity of principles, norms or criteria so characteristic of much critical research does not prevent it from looking immediately for a way out of this uncomfortable situation i.e. to keep to the idea that comfort (for the researcher) is needed and desirable. However, the authors suggest that this uncomfortable condition is constitutive for critical educational research and may be even for education as such. Therefore the article can be considered as a genealogical analysis of this comfortable critical research, which shows how the birth of the milieu of the modern school goes together with the instauration of two forms of a comfortable research 'ethos': a research ethos rooted in a pastoral milieu and a research ethos rooted in a bureaucratic milieu. The last section of the article indicates that another 'experimental' ethos of research is possible, including the acceptance of discomfort. This is the ethos of a critical researcher as an inhabitant of a coming research community and as being exposed to the present. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=148457
http://dx.doi.org/10.1111/j.1469-5812.2005.00160.x
Record No: 148457 From EdResearch online
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| Outside on the inside.
| Devlin, M. | 2005 |
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Title: Outside on the inside.
Author(s): Devlin, M. |
Journal Details: Campus Review v.15 n.47 p.11
Published: 30 November 2005
ISSN: 1037-034X
Abstract: Many general staff in universities straddle administrative and academic roles, but it is not an easy mix. This articles describes the career pathways and challenges of administrative staff who take on an increasingly prominent role as researcher and commentators.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=152576
Record No: 152576 From EdResearch online
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| University science teachers as researchers : blurring the scholarship boundaries.
| Abell, S. K. | 2005 |
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Title: University science teachers as researchers : blurring the scholarship boundaries.
Author(s): Abell, S. K. |
Journal Details: Research in Science Education v.35 n.2-3 p.281-298
Published: September 2005
ISSN: 0157-244X
Abstract: This paper examines the phenomenon of university teachers as researchers in their own classrooms. The author uses examples of three research teams which were studied: (1) student response to a science and society course; (2) teacher and student perceptions of inquiry in a physics course; and (3) teaching and learning about the nature of science in an elementary science pedagogy course. In addition to describing each study, the author compares their purposes, researcher roles, and actions taken. She uses these comparisons to address the ideological clashes and dilemmas of ownership, action, and quality that arise in this kind of research. Finally, the author comments upon the significance of university teachers as researchers for themselves, their institutions, and the research community. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=148469
http://dx.doi.org/10.1007/s11165-004-5600-x
Record No: 148469 From EdResearch online
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| Eclipsing voice in research with young children.
| MacNaughton, G. | 2003 |
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Title: Eclipsing voice in research with young children.
Author(s): MacNaughton, G. |
Journal Details: Australian Journal of Early Childhood v.28 n.1 p.36-42
Published: March 2003
ISSN: 0312-5033
Abstract: This article examines two vignettes taken from a research project designed to give voice to children's understandings of equity and social diversity in order to raise questions about how this project potentially reinforced inequities in children's lives. A rhizoanalysis of the vignettes is used to raise questions about how young children perform diverse discourses of 'race'. This paper specifically focuses on the extent to which some of the voices produced in the research colluded in the production of racist and sexist practices. It uses this focus to raise questions generated through the rhizoanalysis for researchers who want to give voice to young children. Specifically, it asks if it is time for researchers to move beyond a concern for children's 'voices' and towards transforming inequitable power relations in research with them. [Author abstract]
URL (open access) : http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/06/AJEC0301.pdf
URL (archived) : http://web.archive.org/web/20190802072452/http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/06/AJEC0301.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=167896
Record No: 167896 From EdResearch online
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| The more he looked inside the more Piglet wasn't there : what adopting a sociocultural perspective can help us see.
| Robbins, J. | 2003 |
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Title: The more he looked inside the more Piglet wasn't there : what adopting a sociocultural perspective can help us see.
Author(s): Robbins, J. |
Journal Details: Australian Journal of Early Childhood v.28 n.1 p.24-30
Published: March 2003
ISSN: 0312-5033
Abstract: Unlike the Piagetian notion of children actively constructing their own understandings, sociocultural theory emphasises that it is through involvement in activities with others that development occurs. Thus, it is important to consider the contexts in which children are developing; the socioculturally relevant activities within those contexts; the participation with, guidance and support of others, and how this changes through involvement in activities and prepares children for future involvement in similar experiences. This article, drawing on research into young children's understandings of natural phenomena, illustrates how adopting a sociocultural perspective can present a richer image of what children know, than an approach which relies solely on using 'scientific' methods to uncover and analyse understandings. [Author abstract]
URL (open access) : http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/06/AJEC0301.pdf
URL (archived) : http://web.archive.org/web/20190802072452/http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/06/AJEC0301.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=167894
Record No: 167894 From EdResearch online
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| Research with children : a rich glimpse into the world of childhood.
| Sorin, R. | 2003 |
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Title: Research with children : a rich glimpse into the world of childhood.
Author(s): Sorin, R. |
Journal Details: Australian Journal of Early Childhood v.28 n.1 p.31-35
Published: March 2003
ISSN: 0312-5033
Abstract: Research in early childhood education generally involves children in some capacity, whether it be how they respond to various pedagogical initiatives, how their parents or teachers interact with them or what understandings they bring to a situation. Unfortunately, in the past, much of this research has given children limited voice; positioning them as innocent, incompetent and in need of an adult voice to confirm their place in the research. This article examines the author's research into young children's emotions, which suggests that children's voices can be powerful and possibly richer than those of adults acting on behalf of children. [Author abstract]
URL (open access) : http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/06/AJEC0301.pdf
URL (archived) : http://web.archive.org/web/20190802072452/http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/06/AJEC0301.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=167895
Record No: 167895 From EdResearch online
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| 'Tales of the field': whose voice?
| Potts, A. | 1998 |
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Title: 'Tales of the field': whose voice?
Author(s): Potts, A. |
Journal Details: Melbourne Studies in Education v.39 n.1 p.105-124
Published: May 1998
ISSN: 0076-6275
Abstract: The First Annual Qualitative Methodology Conference entitled ' Reclaiming Voice: Ethnographic Inquiry and Qualitative Research in a Postmodern Age' challenged researchers to reflect on the politics of the research process and the nature of the voice that appears in research reports. This article examines some of the issues surrounding ethnographic research, in particular the issue of whose voice published reports represent, issues constraining the voice, and issues influencing the voice of the subjects in the final research report. A particular focus is on insider research and important institutional studies of higher education institutions in Australia, and the paper makes a contribution to what has been called 'tales of the field'.
URL (conditional access) : http://dx.doi.org/10.1080/17508489809556312
Record No: 90322 From EdResearch online
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| An academic's attempt to use action-oriented research in two Western Australian universities.
| Currie, J. | 1994 |
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Title: An academic's attempt to use action-oriented research in two Western Australian universities.
Author(s): Currie, J. |
Journal Details: Australian Educational Researcher v.21 n.1 p.87-108
Published: Apr 1994
ISSN: 0311-6999
URL (conditional access) : http://dx.doi.org/10.1007/BF03219561
Record No: 65161 From EdResearch online
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