Equity in Research Design: A Critical Examination of Descriptions and Frameworks in Educational Proposals

• In Event: Reimagining Inquiry Through Poetics, Comics, and Healing Arts

Abstract

This study employs Critical Poetic Inquiry and Critical Race Theory (CRT) to examine how equity is described and designed in research proposals for teacher professional learning. Analyzing 45 reviewer responses to 15 proposals, the research highlights the frequent lack of clearly articulated equity frameworks. While equity terms appear in discussions on coaching, pedagogy, and leadership, they are often absent in the design and analytical aspects. The study underscores the need for comprehensive training in equity frameworks and operationalizing equity in research for educational researchers. This work calls for a reevaluation of research methods to foster meaningful equity-centered educational research.

Author

• Camea Davis, Research Partnership for Professional Learning