275 research outputs found

    Talk the talk, walk the walk: Defining Critical Race Theory in research

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    Over the last decade there has been a noticeable growth in published works citing Critical Race Theory (CRT). This has led to a growth in interest in the UK of practical research projects utilising CRT as their framework. It is clear that research on 'race' is an emerging topic of study. What is less visible is a debate on how CRT is positioned in relation to methodic practice, substantive theory and epistemological underpinnings. The efficacy of categories of data gathering tools, both traditional and non-traditional is a discussion point here to explore the complexities underpinning decisions to advocate a CRT framework. Notwithstanding intersectional issues, a CRT methodology is recognisable by how philosophical, political and ethical questions are established and maintained in relation to racialised problematics. This paper examines these tensions in establishing CRT methodologies and explores some of the essential criteria for researchers to consider in utilising a CRT framework. © 2012 Copyright Taylor and Francis Group, LLC

    Using art to illuminate social workers' stress

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    Summary: This article aims to capture the self-defined holistic interaction between stressors, stress reactions and coping for social workers’ stress. We utilised an arts-based intervention in the form of a single drawing with 80 social workers, who were actively guided to explore their own stressors, stress reactions and coping. Findings: Our findings suggest that whilst social workers define their stressors as being related to a lack of social work professional and managerial support (a macro problem), they experience this stress as lack of personal efficacy and self-worth and expect to cope by drawing on their inner strengths rather than by challenging the ‘system’ (micro solutions). Thus, they tend not to utilise available systemic ideas and theories in social work to address their own problems. Application:These findings offer a way of exploring stress and coping as an interactive whole that helps to understand both systemic stressors and the gaps in social workers’ coping methods. It also explores the relationship between stressors, stress reactions and coping through the personal drawings and narratives of participating social workers. The findings are relevant for supervisors, and managers helping social workers to manage stress, and offer an example of how visual methods might be used as a pedagogic tool in social work education and practice

    We must become gatekeepers : editing indigenous writing

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    With the proliferation of Indigenous texts currently published by specialist and mainstream publishers, non-Indigenous editors increasingly find themselves negotiating the uncomfortable territories of race, politics and power for which current training (in an Australian context) leaves them poorly prepared. Indigenous writer Anita Heiss advocates the employment of Indigenous editors as an \u27ideal\u27 solution, though few are currently working in the Australian industry. Margaret McDonell, an experienced non-Indigenous editor of Indigenous texts, suggests non-Indigenous editors need to \u27undertake a journey of learning\u27 during which \u27assumptions, biases, tastes and preconceptions\u27 are examined. Yet this presents a difficult task within a postcolonial society, when, as identified by Clare Bradford, even the classification of texts into genres such as fiction and the short story represents an entirely Eurocentric construct, \u27not readily correspond[ing] with Aboriginal schemata\u27. The Australian Society of Authors\u27 discussion paper \u27Writing about Indigenous Australia: Some Issues to Consider and Protocols to Follow\u27 provides practical guidelines that may be adapted for editorial use. This article canvasses these and other ideas with a focus on establishing an ethical and appropriately sensitive cross-cultural approach to editing Indigenous writing.<br /

    Scholar-activists in an expanding European food sovereignty movement

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    This article analyzes the roles, relations, and positions of scholar-activists in the European food sovereignty movement. In doing so, we document, make visible and question the political dimensions of researchers' participation in the movement. We argue that scholar-activists are part of the movement, but are distinct from the affected constituencies, put in place to ensure adequate representation of key movement actors. This is because scholar-activists lack a collective identity, have no processes to formulate collective demands, and no mechanisms for inter-researcher and researchers-movement communication. We reflect on whether and how scholar-activists could organize, and discuss possible pathways for a more cohesive and stronger researcher engagement in the movement.</p

    How artists working in academia view artistic practice as research: Implications for tertiary music education

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    Artistic research output struggles for recognition as ‘legitimate’ research within the highly competitive and often traditional university sector. Often recognition requires the underpinning processes and thinking to be documented in a traditional written format. This article discusses the views of eight arts practitioners working in academia by asking whether or not they view their arts practice as research; and if they do, how it is so. The findings illuminate ways in which artistic practice is understood as research and reveal how the process of analytical and reflective writing impacts artist academics, their artistic and academic identities and their environment. The findings suggest a frame within which to advocate the equivalence of artistic research with traditional scholarly research. They also suggest a rationale for arguing against this, focusing instead (or perhaps as well) on a wider understanding of what constitutes knowledge. This has implications for academics, for students and for universities in recognising the research inherent within arts practice itself, and in recognising the value of practice-led writing in understanding and communicating new knowledge, new methods, and new definitions of research

    Decisions to consent for autopsy after stillbirth: Aboriginal and Torres Strait Islander women’s experiences

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    Abstract Background: The stillbirth rate for Australian Aboriginal and Torres Strait Islander infants is twice that for non-Indigenous infants. Autopsy is the gold standard for fetal investigation, however, parental consent is low. There is little research investigating the drivers of parents’ decision-making for autopsy after stillbirth. Aims: The current study explored the reasons why Aboriginal and Torres Strait Islander women did or did not give permission to autopsy after stillbirth. Materials and Methods: Five Aboriginal and/or Torres Strait Islander women participated in semi-structured interviews. Thematic analysis was conducted within a phenomenological framework. Results: Five themes were identified as reasons for giving permission – to find out why baby died; confirm diagnosis; understand future risk; help others; and doubt about maternal causes. Four themes were identified as reasons for declining permission – not asked in a sensitive manner; not enough time to think; distress about the autopsy procedure; and unwilling to agree. There was a lack of acceptability of the lengthy timeframe for the availability of autopsy results as families usually wait between three and nine months. This lengthy waiting period negatively impacted upon families’ health and wellbeing. Conclusions: It is important for health professionals to understand the factors that parents consider when giving permission for autopsy after stillbirth. It is hoped that an increase in autopsy rate will enhance the understanding of the causes of stillbirth and ultimately decrease the stillbirth rate for Aboriginal and Torres Strait Islander families

    Creating spaces: testimonio, impossible knowledge, and academe

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    Postprint upload.This article examines what it means to engage seriously with speech and writing events, such as testimonio, articulated by people whose theoretical base lies primarily in experience outside the walls of academe. I argue that we dismiss such unfamiliar scholarship to the detriment of all involved. If we are truly committed to learning, then we must expose ourselves to language forms and cultural norms that are different from those with which we are familiar. We must learn from them how to acknowledge the limits of our analysis and how to find “impossible knowledge” in unaccustomed places