Researchers' Subjectivities in a Study of Infants & Toddlers

Autor/inn/en	Ferraz Almeida Neves, Vanessa; Katz, Laurie; de Brito Teixeira Silva, Elenice; de Paiva Macário, Alice
Titel	Researchers' Subjectivities in a Study of Infants & Toddlers
Quelle	In: International Journal of Research & Method in Education, 46 (2023) 4, S.390-407 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ferraz Almeida Neves, Vanessa) ORCID (Katz, Laurie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2023.2167976
Schlagwörter	Interpersonal Relationship; Partnerships in Education; Research Methodology; Toddlers; Infants; Foreign Countries; Bias; Educational Research; Educational Researchers; Attitudes; Brazil + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Hochschulpartnerschaft; Research method; Forschungsmethode; Infant; Infants; Toddler; Kleinkind; Toddlers; Ausland; Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Attitude; Einstellung; Verhalten; Brasilien
Abstract	Our purpose in this article is to examine the subjective processes of researchers while becoming conscious during the investigation of infants and toddlers (I/Ts) in educational settings. Based on the intertwining between Cultural-historical Psychology and Ethnography in Education, we followed a group of I/Ts at a Brazilian Early Childhood Education Center between 2017 and 2019. This extended length of time in the field allowed us to build a logic of inquiry with consciousness as its foundation. We focus on an analysis of four events which occurred at different times within this two-year period that make visible the researcher's processes of becoming conscious at the center of the research process itself. Becoming conscious enabled repositioning ourselves as researchers, transforming the research process, and reorganizing the latter as a whole. In this study, we demonstrate that 'becoming conscious' involves considering whether the research extends beyond being an object of knowledge, and includes a meta-analysis of the research path actually taken through approximations and distancing with data, as well as the creation of new interpretations, solutions and combinations of these, as the study progressed. We argue that becoming conscious, as a relational and situated process, is an essential dimension of educational research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01