Studying Acceptance During a Global Pandemic: Welcome to The Twilight Zone

• In Event: Challenging the Paradigmatic and Methodological Norms Within Qualitative Research

Abstract

As a result of the Covid-19 global pandemic, educational researchers have a responsibility to develop imaginatively creative approaches to studying schools and schooling in environments that will be more difficult to access. This study describes a comprehensive review of literature that produced a new pedagogical approach that was tested in two diverse theoretical settings that exist within the narrative boundaries of The Twilight Zone (Serling, et al., 1959). Scripted dialogues were created and early childhood responses imagined capturing how the socio-economic differences between the two groups might have affected the instruction. Findings suggest that through the design of different lessons, visual literacy as artmaking as sensemaking could help young children in both groups see and better understand examples of acceptance.

Authors

• Cole P Kervin, Florida Atlantic University

• Ira E. Bogotch, Florida Atlantic University