Virginia Educational Research Association. Excluded by Design: The Deincentivized Nature of Qualitative Research in the Field of Education

• In Event: The Consortium of State and Regional Educational Research Associations: Distinguished Paper Session 1

Abstract

The contemporary discourse in educational research created by funding agencies such as the Institution for Educational Science (IES) incentivizes researchers to develop large scale research projects. Such projects, however, can perpetuate opportunity gaps based on goals of replicability. Researchers implementing large scale research designs often ignore or control for contextual factors that might perpetuate inequitable teaching praxis and adversely affect P-12 teachers and students. To mitigate such perpetuation, educational researchers of P-12 schools should work toward the construction of context-dependent knowledge. Such knowledge would aid, inform, and empower local teaching praxis through the use of participatory action research (PAR).

Author

• Jacob Bennett, University of Virginia