From Participants to Collaborators: Leveraging Multiple and Mixed Methods to Further Educational Equity (Table 19)

• In Event: Sunday Roundtable Session 7:45 am

Session Type: Roundtable Session

Abstract

Much of research discourse positions the researcher(s) as separate from and with power over “the researched” (Patel, 2015; Smith, 2012; Wynter, 2003). What happens methodologically when “the researched”/ participants, are collaborators? The aim of this roundtable session is to explore the possibilities of multiple and mixed methods work that leverages collaboration with communities. The first paper reports on a process for developing and validating rubrics to assess culturally responsive schooling based on collaborations with schools, students, and families. The second paper argues for how action research using multi-method approaches can build on urban communities’ cultural wealth. The third paper presents a critical discussion of how collaborative approaches can disrupt methodological nationalism particularly with diasporic communities.

Sub Unit

• Division D - Measurement and Research Methodologies / Division D - Section 4: Multi-Method and Mixed Methods

Chair

• Ramarra Garrett, Eastern Michigan University

Papers

• Developing and Validating Multiperspectival Measures of Culturally Responsive Schooling - Lisa A. Keller, University of Massachusetts - Amherst; Constance A. Lindsay, University of North Carolina - Chapel Hill; Cailen O'Shea, North Dakota State University; Jonathan A. Supovitz, University of Pennsylvania

• Decolonizing Urban Education: Leveraging Action Research Toward Liberation and Educational Possibilities in Urban Districts - Tristta M. Kuykendall, Cleveland State University

• Diasporic and Community-Led Education: Challenging Methodological Nationalism as an Upholder of Racial Inequity in Education - Reza Gholami, University of Birmingham