Describing the Immeasurable: The Transformative Potential of Descriptive Review for Teaching, Learning, and Research (Table 29)

• In Event: Thursday Roundtable Session 10:50 am

Session Type: Roundtable Session

Abstract

This symposium presents four research projects that have each adapted Carini’s (2001) descriptive review processes to explore its methodological, pedagogical, and ethical possibilities. Their findings suggest that enactments of descriptive review can push back against and suggest alternatives to white, colonial ways of teaching and doing research. Rooted in traditions from teacher inquiry communities (Author 1, 2017), descriptive processes offer a political and philosophical orientation to education that makes visible the strengths and capacities of diverse students, makes valuable the knowledge of communities, and makes “vital the democratic values underlying public education” (p. 5).

Sub Unit

• Division G - Social Context of Education / Division G - Section 5: Inquiry, Transformation, and Communities

Chair

• Rob Simon, University of Toronto

Papers

• “I'm Following the Rules, and I'm Breaking the Rules”: Histories of Assessment, Consent-Based Feedback, and Descriptive Review - Ben Gallagher, University of Toronto - OISE

• Complicated Attempts at Soft and Slow Data Analysis: The Relational Potential of Descriptive Review With Co-Researchers - Lindsay Cavanaugh, University of Toronto

• A Way of Listening: Descriptive Review as Sonic Ethnography in a Collaborative Inquiry - Doug Friesen, Queen's University - Kingston

• You Too Are Part of This Research - j wallace skelton, University of Regina