A Call for Qualitative Methods in Action: Enlisting Positionality as an Equity Tool

Autor/in	Relles, Stefani R.
Titel	A Call for Qualitative Methods in Action: Enlisting Positionality as an Equity Tool
Quelle	In: Intervention in School and Clinic, 51 (2016) 5, S.312-317 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451215606690
Schlagwörter	Qualitative Research; Classroom Techniques; Educational Practices; Vignettes; Culturally Relevant Education; Curriculum Implementation; Advantaged; Teaching Methods; Student Diversity; Controversial Issues (Course Content); Perspective Taking + Suchen Sie Ihr Suchwort? Qualitative Forschung; Klassenführung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Controversial issues; Kontroverse; Zukunftsperspektive
Abstract	This article describes how the qualitative research tradition known as "positionality" can be used as a method to support classroom equity. The text describes three ways teachers can use a spoken approach to positionality in their day-to-day practice. Classroom vignettes illuminate how these spoken methods of positionality can address the latency of power and privilege in 21st-century teaching and learning contexts. The didactic use of positionality to stimulate the kind of reflective student discussions associated with culturally responsive educational reform is also evidenced. Conceptual consideration of positionality methods to support classroom inclusivity for students with disabilities is suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01