A Committed Research Praxis

2022 ◽  
pp. 74-86
Keyword(s):  
Research Praxis

(Un)Settling Imagined Lands

2019 ◽  
pp. 174-208
Author(s):  
Kakali Bhattacharya
Keyword(s):  
South Asian ◽  
Empirical Work ◽  
Asian Women ◽  
South Asian Women ◽  
The South ◽  
Global North ◽  
Research Praxis ◽  
Global Agenda ◽  
Academic Discourses

De/colonial methodologies and ontoepistemologies have gained popularity in the academic discourses emerging from Global North perspectives over the last decade. However, such perspectives often erase the broader global agenda of de/colonizing research, praxis, and activism that could be initiated and engaged with beyond the issue of land repatriation, as that is not the only agenda in de/colonial initiatives. In this chapter, I coin a framework, Par/Des(i), with six tenets, and offer three actionable methodological turns grounded in transnational de/colonial ontoepistemologies. I locate, situate, and trace the Par/Des(i) framework within the South Asian diasporic discourses and lived realities as evidenced from my empirical work with transnational South Asian women, my community, and my colleagues. Therefore, I offer possibilities of being, knowing, and enacting de/colonizing methodologies in our work, when engaging with the Par/Des(i) framework, with an invitation for an expanded conversation.

scholarly journals Collaborative research praxis to establish baseline ecoacoustics conditions in Gitga’at Territory

2016 ◽  
Vol 7 ◽  
pp. 25-38 ◽  
Author(s):  
Max Ritts ◽  
Stuart H. Gage ◽  
Chris R. Picard ◽  
Ethan Dundas ◽  
Steven Dundas
Keyword(s):  
Collaborative Research ◽  
Research Praxis

Educating Perfinkers: How Cognitive Tools Support Affective Engagement in Teacher Education

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Gillian Judson ◽  
Ross Powell ◽  
Kelly Robinson
Keyword(s):  
Teacher Education ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Cognitive Tools ◽  
Affective Engagement ◽  
Research Praxis ◽  
Imaginative Education ◽  
Relational Process

Our intention is to share our lived experiences as educators of educators employing Imaginative Education (IE) pedagogy. We aim to illuminate IE’s influence on our students’, and our own, affective alertness, and to leave readers feeling the possibility of this pedagogy for teaching and learning. Inspired by the literary and research praxis of métissage (Chambers et al., 2012; Hasebe-Ludt et al., 2009; Hasebe-Ludt et al., 2010), we offer this polyphonic text as a weaving together of our discrete and collective voices as imaginative teacher educators. Our writing reflects a relational process, one that invites us as writers and colleagues to better understand each other and our practices as IE educators (Hasebe-Ludt et al., 2009). It also allows us to share with other practitioners our struggles, questions, and triumphs as we make sense of our individual and collective praxis: how IE’s theory informs our practice, and how our practice informs our understanding of IE’s theory. This text, like IE’s philosophy, invites heterogeneous possibilities.

Writing Ourselves into Existence

2021 ◽  
Vol 10 (1) ◽  
pp. 4-27
Author(s):  
Shardé M. Davis ◽  
Frances Ashun ◽  
Alleyha Dannett ◽  
Kayla Edwards ◽  
Victoria Nwaohuocha
Keyword(s):  
Women Students ◽  
Black Women ◽  
Research Team ◽  
Black Feminist Thought ◽  
Feminist Research ◽  
Hostile Environment ◽  
Black Feminist ◽  
New Knowledge ◽  
Critical Autoethnography ◽  
Research Praxis

Academia can be a hostile environment for Black women. Our research team leveraged Black feminist research praxis to produce new knowledge countering conceptions of Black women students and faculty as people who are unintelligent, produce superfluous work, and worthy of being ignored. In order to locate spaces for healing, mentorship, and validation, we engaged in a collaborative autoethnography to co-narrate our experiences while conducting a study for, by, and about Black women. Re-purposing tools from Black feminist thought, critical autoethnography, and collaborative autoethnography enabled us to write ourselves into existence, countering damaging narratives and subverting the harm inflicted by the institution.

scholarly journals Apophatic Inquiry: Living the Questions Themselves

2020 ◽  
Vol 19 ◽  
pp. 160940692095897
Author(s):  
Merel Visse ◽  
Finn Thorbjørn Hansen ◽  
Carlo J. W. Leget
Keyword(s):  
Qualitative Research ◽  
Real Time ◽  
Knowledge Production ◽  
The Body ◽  
Life Itself ◽  
Research Praxis ◽  
The Aesthetic ◽  
Life Phenomena ◽  
Significant Attention ◽  
Connected Spaces

In qualitative research, the importance of knowledge production is illustrated by the confidence in logos, that still flags. Although there is significant attention for approaches that are inclusive to the body, affect and non-rational dimensions, these approaches still aim to generate understandings by the appropriation of knowledge. This paper critiques that view and proposes another view of inquiry that centers the praxis of living the questions instead. Here, research is seen as a gradual unfolding of a process. The quest that belongs with this view of research is concerned with how to make space for life phenomena to emerge. We frame this as apophatic inquiry, a non-methodology, as it is not a matter of applying activities in a set of steps. For apophatic inquiry, a process of unknowing and wonder is imperative. The paper discusses how to foster a triadic inter-beingness in a research praxis that fosters the calling forth of and reflection on phenomena. For that, the researcher nurtures awareness and reflection on a triadic sphere of three closely connected spaces: the Inner Space, the Aesthetic Space, and the Wondrous Space. By being receptive to the impressions that unfold within and between these spaces, the research becomes part of a process of living a question in real-time. Thus, living and life itself become the heart of the research.

Situating the life story narratives of aging immigrants within a structural context: the intersectional life course perspective as research praxis

2019 ◽  
Vol 20 (4) ◽  
pp. 465-484 ◽  
Author(s):  
Shari Brotman ◽  
Ilyan Ferrer ◽  
Sharon Koehn
Keyword(s):  
Life Course ◽  
Life Story ◽  
Methodological Approach ◽  
Later Life ◽  
Life Course Perspective ◽  
Older Immigrants ◽  
The Everyday ◽  
Canadian Provinces ◽  
Research Praxis ◽  
The Life Course

Research on racialized older immigrants does not fully acknowledge the interplay between the life course experiences of diverse populations and the structural conditions that shape these experiences. Our research team has developed the intersectional life course perspective to enhance researchers’ capacity to take account of the cumulative effects of structural discrimination as people experience it throughout the life course, the meanings that people attribute to those experiences, and the implications these have on later life. Here we propose an innovative methodological approach that combines life story narrative and photovoice methods in order to operationalize the intersectional life course. We piloted this approach in a study of the everyday stories of aging among diverse immigrant older adults in two distinct Canadian provinces with the goals of enhancing capacity to account for both context and story and engaging with participants and stakeholders from multiple sectors in order to influence change.

Ethics and positionality in qualitative research with vulnerable and marginal groups

2019 ◽  
Vol 20 (3) ◽  
pp. 277-293 ◽  
Author(s):  
Rhonda M. Shaw ◽  
Julie Howe ◽  
Jonathan Beazer ◽  
Toni Carr
Keyword(s):  
Cultural Context ◽  
Practical Importance ◽  
Codes Of Conduct ◽  
Well Being ◽  
Research Process ◽  
Cultural Groups ◽  
Marginal Groups ◽  
Sensitive Topics ◽  
Research Praxis ◽  
Human Participants

Social scientists are increasingly attentive to the practical importance of research ethics and professional codes of conduct when undertaking studies with human participants, especially around sensitive topics. In New Zealand, the social and cultural context of research praxis is also shaped by institutional principles that ensure research participants feel safe, respected, and heard when participating in research, and that the knowledge outcomes of the research process will be disseminated and shared with relevant cultural groups. In this article, we present four case studies based on projects that discuss researcher positionality in relation to the ethical and emotional work involved in undertaking research on sensitive topics with individuals from vulnerable and marginal groups. In doing so, we foreground the importance of articulating and managing emotion in research on sensitive topics, and suggest measures to ensure the well-being of researchers engaged in studies of this kind.

Critical Participatory Action Research: A Feminist Project for Validity and Solidarity

2019 ◽  
Vol 43 (4) ◽  
pp. 433-444 ◽  
Author(s):  
Michelle Fine ◽  
María Elena Torre
Keyword(s):  
Social Justice ◽  
Action Research ◽  
Participatory Action Research ◽  
Feminist Research ◽  
Participatory Action ◽  
Research Project ◽  
Research Praxis ◽  
And Gender ◽  
Critical Participatory Action Research ◽  
Trans Youth

We present critical participatory action research as an enactment of feminist research praxis in psychology. We discuss the key elements of critical participatory action research through the story of a single, national participatory project. The project was designed by and for LGBTQIA+ (lesbian, gay, bisexual, trans, queer, intersex, asexual, plus) and gender-expansive youth; it was called What’s Your Issue? We provide details of the research project, the dreams, desires, experiences, and structural precarity of queer and trans youth. We write this article hoping readers will appreciate the complexities of identities, attend to the relentless commitment to recognition and solidarities, learn the ethical and epistemological principles of critical participatory action research as a feminist and intersectional praxis, and appreciate the provocative blend of research and action toward social justice. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index

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