'It's Too Boring Now': Restor(y)ing Research While Rereading Resistance with Da'uud

Autor/in	McManimon, Shannon K.
Titel	'It's Too Boring Now': Restor(y)ing Research While Rereading Resistance with Da'uud
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 36 (2023) 8, S.1612-1626 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McManimon, Shannon K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2021.1942293
Schlagwörter	Resistance (Psychology); Qualitative Research; Research Methodology; Elementary School Students; Power Structure; Whites; Racism; Ethics; Drama + Suchen Sie Ihr Suchwort? Resistenz; Qualitative Forschung; Research method; Forschungsmethode; White; Weißer; Rassismus; Ethik; Schauspiel
Abstract	Thinking with the stories of a student who won't let me go, this article rereads "Da'uud's" participation in an elementary classroom theatre performance alongside my own resistance to conventional qualitative research methods. It is thus about resisting, restorying, and restoring research. In one thread, I trace stories of Da'uud resisting school, school resisting Da'uud, and the brilliance of Da'uud's word play in resisting oppression locally (how he was positioned in the classroom and theatre performance) and globally (e.g. school norms based in white supremacy). In another, I work through (re-read) my fears about research that is too boring, appropriating, or damage-centered, exploring how contexts, time, and my reading of scholarship and theory (especially that which considers axiology) reframe this narrative, restoring joy in research. With Da'uud as the theorist in this exploration, I argue for relational research ethics lived in contingent collaboration. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01