Racialized Moments in Qualitative Interviews: Confronting Colour-Blind and Subtle Racism in Real Time

Autor/inn/en	Gast, Melanie Jones; Chisholm, James S.; Sivira-Gonzalez, Yohimar; Douin, Trisha A.
Titel	Racialized Moments in Qualitative Interviews: Confronting Colour-Blind and Subtle Racism in Real Time
Quelle	In: International Journal of Research & Method in Education, 45 (2022) 3, S.284-296 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gast, Melanie Jones) ORCID (Chisholm, James S.) ORCID (Sivira-Gonzalez, Yohimar) ORCID (Douin, Trisha A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2022.2046726
Schlagwörter	Racism; Qualitative Research; Interviews; Social Justice; Educational Research; Case Studies; High School Students; Minority Group Students; Multilingualism; Ideology; Peer Teaching; Mentors; Language Usage + Suchen Sie Ihr Suchwort? Rassismus; Qualitative Forschung; Interviewing; Interviewtechnik; Soziale Gerechtigkeit; Bildungsforschung; Pädagogische Forschung; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mehrsprachigkeit; Multilingualismus; Ideologie; Peer group teaching; Peer Group Teaching; Sprachgebrauch
Abstract	Colour-blind discourse represents dominant American racial ideologies surrounding principles of equal opportunity and assumptions that racism and systemic racial inequities are things of the past, 'naturally occurring' issues, or problems relegated to individual choices and behaviours. Qualitative researchers who seek to disrupt the legitimation of Whiteness and colour-blind and subtle racism can respond to these forms of injustices during interviews and conversations; yet, past work rarely highlights the researcher and researcher challenges in these processes. Additionally, traditional methodologies typically push researchers to reflect on racism and injustices "after" such moments have passed or to miss them altogether. We analyse the potential and constraints of qualitative educational researchers in responding to such moments in real time. We use a case study of a high school peer-mentoring programme with multilingual and emerging multilingual students of colour and teachers to unpack prevailing racial tensions and assumptions during interviews and situate ourselves, as qualitative researchers, in those processes. We discuss how research team-members can collectively prepare to challenge colour-blind ideological stances through active interviewing and reflexivity-in-practice, opportunities for counternarratives, engaging White allies, and partnerships with schools for critical conversations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01