Affirmative Action Perspectives: Blurring the Margin/Center Divide: Methodological, Theoretical, and Practical Implications for Research

Session Submission Type: Invited Session

Abstract

Every day education researchers work at the margins. They may work as group members, with populations historically oppressed, under-represented, or disenfranchised. Theoretical and methodological discussions of this work often present the center/margins as dichotomous concepts. This dichotomy guarantees that one group is defined as “the other” and another group is defined as “the norm” or “the mainstream”. However, as this year’s AERA them cautions us, simply recognizing or “knowing” the margin/center divide, is not enough. The presentations in this panel will examine: the theoretical margin/center divide in educational research and ways to blur it; two exemplars of research methodologies that blur the margin/center in work with underrepresented groups; an example of the implications of the center/margin divide within educational practice.

Sub Unit

• Division H - Research, Evaluation and Assessment in Schools

Chair

• Winona Burt Vesey, University of Houston - Clear Lake

Papers

• The Space Between the Margin and Center: Blurring Difference Lines in Educational Research - Rachelle Winkle-Wagner, University of Wisconsin; Debora Hinderliter Ortloff, University of Houston - Clear Lake

• Crossing Difference Lines in Educational Research - Lori Patton Davis, Indiana University - IUPUI

• Engaging Critical Research on Asian Americans in Higher Education - Dina C. Maramba, Binghamton University - SUNY

• “Checking Off” the “Race” Box: Reifying the Margin/Center Divide - Cheryl A. Hunter, University of North Dakota

Discussant

• Michael W. Apple, University of Wisconsin - Madison