Reproducing or Challenging Power in the Questions We Ask and the Methods We Use: A Framework for Activist Research in Urban Education

Autor/in	Nygreen, Kysa
Titel	Reproducing or Challenging Power in the Questions We Ask and the Methods We Use: A Framework for Activist Research in Urban Education
Quelle	In: Urban Review: Issues and Ideas in Public Education, 38 (2006) 1, S.1-26 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-006-0026-6
Schlagwörter	Urban Education; Educational Research; Social Structure; Urban Schools; Poverty; Research Methodology; Political Issues; Participatory Research; Educational Quality; Activism; Questioning Techniques; Educational Change; Change Strategies; Power Structure; Educational Cooperation; Social Influences; Social Change + Suchen Sie Ihr Suchwort? Stadtteilbezogenes Lernen; Bildungsforschung; Pädagogische Forschung; Sozialstruktur; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Armut; Research method; Forschungsmethode; Politischer Faktor; Forschungstätigkeit; Quality of education; Bildungsqualität; Aktivismus; Politischer Protest; Befragungstechnik; Fragetechnik; Bildungsreform; Lösungsstrategie; Education; cooperation; Kooperation; Sozialer Einfluss; Sozialer Wandel
Abstract	Many have argued that educational research does little to change (and may actually reproduce) the social-structural inequalities shaping the quality of high-poverty urban schools. Building from this premise, this paper asks: How can university-based scholars of urban education do research that encourages, produces, or informs change in urban schools and the conditions that shape them? I examine two broad aspects of urban educational research: the questions we ask and the methods we use. In both cases, I critique the dominant paradigm of technical rationality--one in which school failure is approached as a localized technical problem unveiled through neutral, objective, and experimental research methods. In contrast, I propose a paradigm of "political rationality" (Klees, Rizzini, & Dewees, 2000, "Children on the streets of the Americas: homelessness, education and globalization in the United States, Brazil and Cuba." New York: Routledge) that approaches school failure and research practice as political issues situated within and shaped by social relations of power. Innovations in urban education research that reflect the logic of political rationality include: more contextualized and politicized analyses of urban schools, and the expanded use of engaged, collaborative, and participatory research methods. Drawing on this work and my experience implementing a participatory research project, I propose a framework for activist research in urban education, and critically evaluate the limits and possibilities of such work to effect change in urban schools. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10