Working toward third space in content area literacy: An examination of everyday funds of knowledge and Discourse

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88010/1/RRQ.39.1.4.pd

Rap as a roadway: Creating creolized forms of science in an era of cultural globalization

Abstract Even during an era of cultural globalization where diversity, hybridity, and heterogeneity prevail, educational institutions remain unchanged and economically and racially marginalized students continue to experience a sense of exclusion in school. Whereas the science education community often addresses such exclusion in terms of the achievement gap or the lack of materials and qualified teachers in urban schools, there are also more subtle ways in which these students remain as outsiders to the culture of science. The study highlights how the acceptance and affordance of students' cultural capital can encourage a sense of belonging with school science. Specifically, this paper contributes to the literature by sharing longitudinal findings that reveal students' skills of orality, in the form of rap practices, can be rich resources for developing creolized forms of school science, and how rap creates entryways for students to form and reform hybridized identities in which canonical science discourse and lyrics about non-science subjects can begin to emerge in integrated, fluid and seamless manners

Repensar la investigación cualitativa: los participantes de la investigación como investigadores principales e instalar practicas éticas

Dieser Artikel weist darauf hin, dass durch die Gruppendynamik qualitativer Forschungsgruppen die Fähigkeiten universitärer Forscher/innen gefördert werden, ethisches Vorgehen in fachgerechter Weise umzusetzen. Wenn Forschungsteilnehmer/innen selbst zu Forschern werden, haben – so behaupte ich – sowohl die Teilnehmer/innen der Forschungsgruppe, die von der Universität kommen, als auch die, die dem Forschungsfeld angehören, Gelegenheit, die Lebenswelt des/der jeweils anderen intensiv zu erfahren. Dadurch, dass man als Forschende gemeinsam Zeit miteinander verbringt, kann sich ethische Expertise entwickeln, die flexibel und implizit angemessen für das Feld ist, in dem die Forschung stattfindet. URN: urn:nbn:de:0114-fqs0503367This article suggests that qualitative research group dynamics shape university re­searchers' capacities for expertly enacting ethical practices. Specifically, I assert that when research participants become the researchers, both univer­sity-based and community-based members of the research group have opportunities to deeply experi­ence each other's life worlds. By spending time to­gether as researchers, we can then develop ethical expertise that is fluid, unconscious, and implicitly appropriate for the community in which the re­search is being conducted. URN: urn:nbn:de:0114-fqs0503367Este artículo sugiere que las dinámicas de grupo en la investigación cualitativa forman la capacidad de investigadores universitarios para instalar con pericia prácticas éticas. Particularmente propongo que cuando los participantes de la investigación se vuelven investigadores, los investigadores universitarios y a la vez los investigadores basados en la comunidad tienen la oportunidad de ganar experiencias a fondo de los mundos de vida del uno y del otro. Compartiendo tiempo como investigadores podemos entonces desarollar pericia ética que es fluida, inconciente, e implícitamente adecuada para la comunidad en la cual la investigación se lleva a cabo. URN: urn:nbn:de:0114-fqs050336

Rethinking Qualitative Research: Research Participants as Central Researchers and Enacting Ethical Practices as Habitus

Dieser Artikel weist darauf hin, dass durch die Gruppendynamik qualitativer Forschungsgruppen die Fähigkeiten universitärer Forscher/innen gefördert werden, ethisches Vorgehen in fachgerechter Weise umzusetzen. Wenn Forschungsteilnehmer/innen selbst zu Forschern werden, haben – so behaupte ich – sowohl die Teilnehmer/innen der Forschungsgruppe, die von der Universität kommen, als auch die, die dem Forschungsfeld angehören, Gelegenheit, die Lebenswelt des/der jeweils anderen intensiv zu erfahren. Dadurch, dass man als Forschende gemeinsam Zeit miteinander verbringt, kann sich ethische Expertise entwickeln, die flexibel und implizit angemessen für das Feld ist, in dem die Forschung stattfindet.This article suggests that qualitative research group dynamics shape university re­searchers' capacities for expertly enacting ethical practices. Specifically, I assert that when research participants become the researchers, both univer­sity-based and community-based members of the research group have opportunities to deeply experi­ence each other's life worlds. By spending time to­gether as researchers, we can then develop ethical expertise that is fluid, unconscious, and implicitly appropriate for the community in which the re­search is being conducted.Este artículo sugiere que las dinámicas de grupo en la investigación cualitativa forman la capacidad de investigadores universitarios para instalar con pericia prácticas éticas. Particularmente propongo que cuando los participantes de la investigación se vuelven investigadores, los investigadores universitarios y a la vez los investigadores basados en la comunidad tienen la oportunidad de ganar experiencias a fondo de los mundos de vida del uno y del otro. Compartiendo tiempo como investigadores podemos entonces desarollar pericia ética que es fluida, inconciente, e implícitamente adecuada para la comunidad en la cual la investigación se lleva a cabo

Rethinking Qualitative Research: Research Participants as Central Researchers and Enacting Ethical Practices as Habitus

This article suggests that qualitative research group dynamics shape university re­searchers' capacities for expertly enacting ethical practices. Specifically, I assert that when research participants become the researchers, both univer­sity-based and community-based members of the research group have opportunities to deeply experi­ence each other's life worlds. By spending time to­gether as researchers, we can then develop ethical expertise that is fluid, unconscious, and implicitly appropriate for the community in which the re­search is being conducted. URN: urn:nbn:de:0114-fqs050336

Transforming an Academy through the Enactment of Collective Curriculum Leadership

Although the transformation of relevant curriculum experiences for African American youth from impoverished backgrounds in large urban high schools offers many leadership challenges for faculty, few studies have focused on the roles of students and teachers in the creation of distributed leadership practices to build and sustain improved learning environments. Through ethnography we explore the leadership dynamics in one academy within a large urban high school whose students are mostly African American. Students in some classes had opportunities to participate in cogenerative dialogues and, in so doing, learned how to interact successfully with others, including their teachers and peers, and build collective agreements for future classroom roles and shared responsibility for their enactment. The study highlights the centrality of successful interactions among participants and the extent to which co-respect and co-responsibility for goals occur. Initially, a lack of trust within the community undermined tendencies to build solidarity throughout the community despite a commitment of the academy's coordinator to be responsive to the goals of others, listen to colleagues and students, and strive for collective goals. We argue that all participants in a field need to take responsibility for accessing and appropriating structures to achieve positive emotional energy through collective curriculum leadership and climates that create and sustain educational accomplishments. Furthermore, we suggest that individual and collective actions should be studied dialectically in subsequent research on leadership dynamics in schools