Speaking Back to Methodological Aphasia: Challenging the Foundations of Race and Coloniality in Critical Educational Inquiry

Session Type: Symposium

Abstract

Notions of methodological aphasia are explored in this symposium. With a focus on conceptual absences, cracks, illegibillities, clogged spaces, and gaps, this symposium calls for a renewed methodological explicitness with regard to the how meaning is made in critical educational inquiry. Drawing from Stoler’s (2011) “colonial aphasia” and Saucier and Wood’s (2017) “conceptual aphasia in black” this symposium sheds light on the shadows of the white-supremacist-colonial knowledge system that still linger in critical educational inquiry. In response, this symposium asks how differing epistemological, ontological, and temporal approaches to educational research seriously alter the nature of the questions being asked, the chosen methods to facilitate those questions, and, ultimately, how we understand race (and its corresponding appendages).

Sub Unit

• SIG-Qualitative Research

Chair

• Clayton Todd Pierce, University of Utah

Papers

• Whiteness in Real Time: Temporal Methodology and the Lived Experience of Whiteness in Educational Inquiry - Gardner R Seawright, University of Utah

• Participant Misdirection, Epistemic Aphasia, and the Ethnographic Interview - Arshad Imtiaz Ali, George Washington University

• Analytical Tropes as Methodological Traps: Implications of Chicana/o/x Scholarship Outside Education for Our Work in Education - Dolores Calderon, Western Washington University

Discussant

• Silvia Patricia Solis, University of Utah