Replacing Representation with Imagination: Finding Ingenuity in Everyday Practices

Autor/inn/en	Gutiérrez, Kris D.; Cortes, Krista; Cortez, Arturo; DiGiacomo, Daniela; Higgs, Jennifer; Johnson, Patrick; Ramón Lizárraga, José; Mendoza, Elizabeth; Tien, Joanne; Vakil, Sepehr
Titel	Replacing Representation with Imagination: Finding Ingenuity in Everyday Practices
Quelle	In: Review of Research in Education, 41 (2017) 1, S.30-60 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
Schlagwörter	Educational Research; Imagination; Transformative Learning; Educational Practices; Role of Education; Equal Education; Educational Theories; Disproportionate Representation; Minority Groups; Disadvantaged; Ethnography; Research Problems; Interdisciplinary Approach; Research Design; Research Methodology; Epistemology; Experiments; Holistic Approach; Social Science Research; Educational Change; Ecology; Gifted; Learning Theories; Inquiry + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Pädagogische Transformation; Bildungspraxis; Bildungsauftrag; Educational theory; Theory of education; Bildungstheorie; Ethnische Minderheit; Ethnografie; Forschungskritik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Forschungsdesign; Research method; Forschungsmethode; Erkenntnistheorie; Erprobung; Holistischer Ansatz; Social scientific research; Sozialwissenschaftliche Forschung; Bildungsreform; Ökologie; Begabter, Hoch Begabter; Learning theory; Lerntheorie
Abstract	This chapter is a call for consequential education research that has transformative potential: intellectually, educationally, and socially. It is about learning to see differently. It is an argument about seeing our work with youth and communities in ways that can help education researchers see ingenuity instead of ineptness and inability, to see resilience instead of deficit, and to imagine futures with youth from nondominant communities instead of imposing failure. We use the notion of "learning to see" both metaphorically and as a theoretical lens and methodological guide to illustrate how rigorous and consequential education research can help us imagine and design new forms of learning and schooling. We argue that rupturing educational inequality also involves new forms of inquiry that help reconceptualize what it means to work with nondominant communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01