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Session Type: Symposium
Scholarship concerned with repair, liberation, and community empowerment has sought to disrupt power dynamics in ethnographic research, doing work with instead of on communities to offer more complete representations of the communities centered while rejecting hegemonic, unilateral, extractive, appropriative epistemologies and methodologies. Drawing on multiple studies with young children, families, and their communities, this audience interactive session will illuminate tensions or difficult moments in qualitative research which emerge from traditional researcher/participant power hierarchies, methods that do not always leave room to take children and families seriously. The four papers will explore methods, theories, and approaches which see these moments as opportunities to repair relationships with and between children, families, and educators and to honor them fully.
Embodied Mattering in Research: Listening to Classroom Community Norms - Natacha Ndabahagamye Jones, University of North Texas; Anna Falkner, University of Memphis
Developing Conscientization through Dialog and Healing Relationships between Latine Immigrant Parents, Teachers, and Researchers - Molly E. McManus, San Francisco State University; Kiyomi Sanchez-Suzuki Colegrove, Texas State University; Christian E. Zuniga, University of Texas - Rio Grande Valley
(Re)engaging in Research: From Research Participants to Co-Researchers - Monica Alonzo, University of Texas at Austin; Sunmin Lee, Texas State University
Blurred Lines: Negotiating the Researched and Researcher Relationships - Nnenna Odim, University of Texas at Austin; Shubhi Sachdeva, San Francisco State University