Re-visioning “Critical” Pedagogies in Qualitative Research: Collective Conversations on Mis/aligning Critical” Learnings, Teachings, and Values

• In Event: Transformative Praxis: Reimagining Critical Pedagogy

Abstract

Research—how it is learned, motivated, taught, interpreted, and practiced—has the susceptibility to be shaped by anti-relational, extractive, exploitative, transactional, paternalistic, and destructive motivations. In this paper, we—two doctoral students and their professor—invite you to join us in reimagining a relational abolitionist, critical pedagogical otherwise as we share and interrogate our evolving, diverse, and shared reflections on “critique” and “criticality”—as they relate to values and moral obligations—in the study and teaching of qualitative research after participating in a graduate advanced qualitative research course. Participating in abolitionist “re-visioning circles,” we reflect on the pedagogy and praxis of the course, as well as curricular content. Our reimagining and revising/revisioning of critical pedagogy (Freire, 1970; 1983) are in-/con-spired in citational kinship with diverse Black, Indigenous, Latin American, Southwest Asian and North African (SWANA), abolitionist, dis/abled, feminist, and/or queer, intergenerational, ancestral ways of knowing, being, and doing/living.

Authors

• Sahar D. Sattarzadeh, The University of Texas at Arlington/Nelson Mandela University

• Jocelyn Foshay, UT Arlington

• Meagan Meredith, The University of Texas at Arlington