Critical Podcast Methodologies: Radical Social Studies Pedagogies in Teacher Education

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Educational Sound Studies for Remedy and Repair in Education and Education Research (Table 7)

Abstract

This presentation presents research in podcasting as both methodology and pedagogy, specifically as a complex interdisciplinary bricolage (Denzen & Lincoln, 2018) methodology of qualitative art-based research called Critical Podcast Methodology (CPM). CPM seeks to challenge hierarchies of oppression and traditional research aims by instead emphasizing "research" as cultivating cogenerated knowledges, dialogue, and relationships embedded in trust for transformative justice. It does so through a variety of situational practices inspired by (and incorporating) both Critical Race Theory and Indigenous research methodologies, i.e., counter-narratives (Ladson-Billings, 1998) and The Dialogic Spiral (San Pedro & Kinloch, 2017), while aligning with practices of democratization and public pedagogy (Giroux, 2004, 2000) to challenge traditional paywall publication expectations. This presentation will focus on the podcast segment of a final group presentation, specifically called the Critical Social Studies Question Bridge, amongst pre-service elementary school teachers from a social studies methods course at a land grant university in what is known as the Pacific Northwest. This research will discuss what these teachers share to their peers and future listeners: themes of political anxiety, frustrations, hope, community, and questions to future social studies teachers.

Authors

• Brandon Edwards-Schuth, Augusta University

• John J. Lupinacci, Washington State University