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Decolonizing Methodological Norms
Fri, April 17, 12:00 to 1:30pm, Virtual RoomSession Type: Roundtable Session
Abstract
The papers in this session disrupt the normative assumptions of what qualitative research can do and is designed to do in educational settings. These disruptions work to decolonize qualitative inquiry by bringing marginalized and underrepresented perspectives from around the globe to decenter mainstream educational research.
Sub Unit
Chair
Papers
Using Epoché to Reimagine Positionality/Self-Reflexivity in Qualitative Research - Lu Yan, Minnesota State University-Mankato
Rethinking the Role of Research Methodologist From a Transnational Perspective - Pengfei Zhao, University of Florida
Game of Schools: A Three-Act Play - Shamila Ramsookbhai, University of Johannesburg
Sustainable Mixteco/Indígena Research Methodology: Toward Equal-Status Stakeholder and Indigenous Collaboration - Lorri J. Santamaría, California Lutheran University; Adriana Diego, Mixteco Indígena Community Organizing Project (MICOP); Liliana Manriquez, Mixteco Indígena Community Organising Project (MICOP); Alberta Salazar, Mixteco/Indigena Community Organizing Project (MICOP); Luisa Salazar Leon, Mixteco/Indigena Community Organizing Project (MICOP); Silvia Garcia, Mixteco/Indigena Community Organizing Project (MICOP)
What's the Question? A Critical Methodological Analysis of Teacher Interviews on Race, Culture, and Power - Rebecca Gadd, Boston Public Schools; Ada Okun, Boston University; Eve Manz, Boston University; Lynsey K. Gibbons, University of Delaware