Dando boa ciência: Fazendo pesquisa qualitativa no futuro.

This article explores the “afterward” for qualitative research in the ruins of NCLB and its failure to deliver. In the space opened up “after” the dominance of the gold standard bullying and “metric mania” of neo-positivism, I articulate a post-retirement project on the weight of sports in U.S. secondary schools out of a re-engagement with the work of Walter Benjamin.  Here my interest is to imagine forward out of troubling the narrow scientism of the recent past of educational research toward a post-qualitative future.Este artículo explora el "después" de la investigación cualitativa en las ruinas de la ley NCLB y su falta de resultados. En el espacio abierto "después de" el predominio del estándar “dorado” y la intimidación "manía métrica" del neo-positivismo, este articulo presenta mi proyecto de jubilación sobre el peso del deporte en las escuelas secundarias de los Estados Unidos, un nuevo acercamiento con el trabajo de Walter Benjamin. Aquí mi interés es de imaginar un futuro fuera de molestar el cientificismo estrecho del pasado reciente de la investigación educativa hacia un futuro post-cualitativo.Este artigo explora o "depois" da pesquisa qualitativa nas ruínas de NCLB e sua falta de resultados. No aberto "depois" a predominância do padrão "dourado" e intimidação "mania métrica" do neo-positivismo, este artigo apresenta espaço meu projeto de aposentadoria no peso de esportes do ensino médio nos Estados Unidos, uma nova aproximar a obra de Walter Benjamin. Aqui o meu interesse é o de imaginar um futuro fora do cientificismo estreito perturbar a pesquisa educacional passado recente em direção a um futuro pós-qualitativa

Scholarships for Teachers at the NWSA Convention

Despite the fact that approximately 70 percent of those being trained in schools of education are women, most schools of education, as Florence Howe has recently pointed out (Harvard Educational Review, Special Issue on Women, vol. 49, no. 4, November 1979), have been resistant to the impact of the women\u27s movement. This situation underscores the mandate of NWSA to reach out to public school educators, who play a crucial role in either perpetuating or counteracting sex stereotyping and the low aspirations of women. The plan to involve more preK-12 teachers in the Second NWSA Convention began with the development of a course for graduate credit in elementary or secondary education. Credit was to be earned through Convention attendance and followup activities designed to help teachers integrate feminist pedagogy into their classrooms. We were successful in securing a grant from the Lilly Foundation which paid for publicity, and for Convention and graduate credit costs for 12 Indiana public school teachers

Against empathy voice and authenticity

This paper asks what it is to claim empathy, voice and authenticity as the grounds of feminist research. It explores representational practices that refuse such grounds by residing in both situated and constantly changing intersections of interpretation, interruption and mutuality. The typical investments and categories of ethnography are challenged so as to put under theoretic pressure the claims of scientificity. Grounded in a study of women living with HIV/AIDS, also challenged is the ethnographer as "the one who knows" whose task is to produce the persuasive text the elicits reader empathy. Finally, the paper probes what is at work in the concepts of "voice" and "authenticity" in ethnographic work

Embodied Discourses of Literacy in the Lives of Two Preservice Teachers

This study examines the emerging teacher literacy identities of Ian and A.J., two preservice teachers in a graduate teacher education program in the United States. Using a poststructural feminisms theoretical framework, the study illustrates the embodiment of literacy pedagogy discourses in relation to the literacy courses’ discourse of comprehensive literacy and the literacy biographical discourses of Ian and A.J. The results of this study indicate the need to deconstruct how the discourse of comprehensive literacy limits how we, as literacy teacher educators, position, hear and respond to our preservice teachers and suggests the need for differentiation in our teacher education literacy courses

Deweyan tools for inquiry and the epistemological context of critical pedagogy

This article develops the notion of resistance as articulated in the literature of critical pedagogy as being both culturally sponsored and cognitively manifested. To do so, the authors draw upon John Dewey\u27s conception of tools for inquiry. Dewey provides a way to conceptualize student resistance not as a form of willful disputation, but instead as a function of socialization into cultural models of thought that actively truncate inquiry. In other words, resistance can be construed as the cognitive and emotive dimensions of the ongoing failure of institutions to provide ideas that help individuals both recognize social problems and imagine possible solutions. Focusing on Dewey\u27s epistemological framework, specifically tools for inquiry, provides a way to grasp this problem. It also affords some innovative solutions; for instance, it helps conceive of possible links between the regular curriculum and the study of specific social justice issues, a relationship that is often under-examined. The aims of critical pedagogy depend upon students developing dexterity with the conceptual tools they use to make meaning of the evidence they confront; these are background skills that the regular curriculum can be made to serve even outside social justice-focused curricula. Furthermore, the article concludes that because such inquiry involves the exploration and potential revision of students\u27 world-ordering beliefs, developing flexibility in how one thinks may be better achieved within academic subjects and topics that are not so intimately connected to students\u27 current social lives, especially where students may be directly implicated

The influence of curricula content on sociology students’ transformations: the case of feminist knowledge

Previous research identifies the importance of feminist knowledge for improving gender equity, economic prosperity and social justice for all. However, there are difficulties in embedding feminist knowledge in higher education curricula. Across England, undergraduate sociology is a key site for acquiring feminist knowledge. In a study of four English sociology departments, Basil Bernstein's theoretical concepts and Madeleine Arnot's notion of gender codes frame an analysis indicating that sociology curricula in which feminist knowledge is strongly classified in separate modules is associated with more women being personally transformed. Men's engagement with feminist knowledge is low and it does not become more transformative when knowledge is strongly classified. Curriculum, pedagogy and gender codes are all possible contributors to these different relationships with feminist knowledge across the sample of 98 students

Lather, Patti, Research as Praxis, Harvard Educational Review, 56(August, 1986), 257-277.*

Describes research approaches designed to critique and act on educational problems from a critical emancipatory perspective

Lather, Patti, Critical Frames in Educational Research: Feminist and Post-Structural Perspectives, Theory into Practice, 31(Spring, 1992), 87-99.

Contrasts positivist and several post-positivist paradigms for educational research within a critical perspective

Lather, Patti, This is Your Father\u27s Paradigm: Government Intrusion and the Case of Qualitative Research in Education, Qualitative Inquiry, 10(February, 2004), 15-34.

Critiques U. S. government\u27s legislating scientific method through NCLB Act by employing three critical approaches