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Session Type: Workshop
This workshop emerged from a series of 6 convenings occurring over the past two years focused on questions of transforming early care and education systems–and, importantly, transformation according to whom? This session takes up that critical question by exploring “real-world” complexities of participatory inquiry. To do this we use 4 reflexive case examples, spanning onto-epistemological perspectives, to prompt collective, dialogic learning about stances and practices that are often spoken about conceptually, or in whispers and code, because the dominant discourse woven in academia, public policy, and philanthropy penalizes efforts to engage research (and policy) subjects’ subjectivities. This counter-discursive gathering space exists to connect atomized participatory efforts based upon the premise that “united we stand, divided we fall.”
Show Me the Money! A Critique of Inequitable Compensation Practices in Participatory Research - Zoelene Hill, New York Academy of Medicine; Berenice Medina
Participatory for Whom? Contemplations on the Researcher/Participant Dynamic in Participatory Research - Michelle Salazar Perez, University of North Texas; Zutella Holmes, University of North Texas; Jeonghye Nah, University of North Texas; Iana Phillips, University of North Texas; Jennifer Castillo, University of North Texas; Molly J. Doherty, University of North Texas; Antonieta Barces, University of North Texas
How to Center Participant Voice in Research Practice Partnership - Cristina M. Medellin, Bank Street College of Education; Claudine Campanelli, City University of New York
Placing Educators Front and Center: Examples From Research on the Early Care and Education Workforce - Yoonjeon Kim, University of California - Berkeley; Hopeton Hess, Center for the Study of Child Care Employment; Marcy Whitebook, University of California - Berkeley