Tensions Between What We Know and What We Do: Research Praxis in Higher Education

• In Event: Roundtable Session 66

Session Submission Type: Roundtable Session

Abstract

This panel addresses many of the institutional constraints that have disavowed communities from more fully participating in research and thus, educational practices. Institutionally higher education has been poised to enculturate students from diverse backgrounds into a homogenous cohort that learns from materials written from the perspectives of those in power. Even though most students entering universities and colleges today might be more likely to encounter courses that engage issues of diversity, ethnicity, and multiculturalism, for the most part, curricula tend toward overarching theories and practices based on historical values of whiteness. This panel offers suggestions to alter the current power dynamic in higher education, focusing on how research can better inform its practices.

Sub Unit

• Division G - Social Context of Education / Section 4: Social Context of Educational Policy, Politics, and Praxis

Chair

• Cheryl E. Matias, University of Colorado - Denver

Papers

• Knowing the Right Things to Do, Doing the Right Things to Know - Irene Maya Ota, University of Utah

• From Absence to Presence: Tensions in Transforming Praxis in Indigenous Education - Sundy L. Watanabe, Utah Valley University

• Writing Teacher Assistant Identity and Discourse: Tensions as Learners and Teachers - Kathleen McMonigle Smyth, University of Utah

• Tensions in Deconstructing and (Re)Constructing Institutional Knowledge - Belinda Otukolo Saltiban, University of Utah

• Cutting Out Their Tongue: Translated Mujeres’ Testimonios - Judith Flores Carmona, Hampshire College