Reflections on Methodology: Dilemmas in a Research Project about the Educational Experiences of Refugee Background Youth

Autor/in	Ramos, Fabiane
Titel	Reflections on Methodology: Dilemmas in a Research Project about the Educational Experiences of Refugee Background Youth
Quelle	(2015), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Refugees; Educational Experience; Student Characteristics; Academic Standards; Doctoral Degrees; Criticism; Foreign Policy; Doctoral Dissertations; Power Structure; Epistemology; Western Civilization; Doctoral Programs; Audiences; Universities; Foreign Countries; English (Second Language); Second Language Learning; Secondary School Students; Educational Attainment; Personal Narratives; Graduate Students; Student Attitudes; Student Research; Australia + Suchen Sie Ihr Suchwort? Flüchtling; Bildungserfahrung; Doctoral degree; Doktorgrad; Kritik; Außenpolitik; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Erkenntnistheorie; Doktorandenprogramm; Spectator; Zuschauer; University; Universität; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sekundarschüler; Bildungsabschluss; Bildungsgut; Erlebniserzählung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Studentenforschung; Australien
Abstract	In this presentation I will share some reflections on how I have dealt with methodology design in the early stages of my PhD candidature leading up to data collection. I will particularly focus on the dilemmas that I have encountered so far as I search for a methodology that would allow me to ethically report on the educational experiences of refugee-background youth while positioning my research within decolonial thinking. This process becomes even more complex when I take into consideration the contradictions between my theoretical underpinnings and the constraints of "academic" standards and PhD expectations. A decolonial paradigm criticises the hegemony of Eurocentric principles in academia and contests concepts of universal reason and scientific rationality. Standard qualitative methodologies and thesis formats are part of this system of knowledge production that is seen as oppressive and shortsighted by decolonial thinkers. By choosing to work within this critical epistemology I placed myself in an in-between space where I question what has been established as academic tradition at the same time that I attempt to complete a PhD that fulfills the institutional requirements of a Western university. Another goal of this presentation is to generate a discussion with the audience about their views/experiences on methodology and how (if possible at all) new scholars can break away from "standard" PhD methodologies/thesis writing, while working within the contexts of Australian universities. (As Provided).
Anmerkungen	Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01