Teaching for Social Justice in Qualitative Methods: Examples from Class
Location
1047
Format Type
Event
Format Type
Paper
Start Date
January 2019
End Date
January 2019
Abstract
In this paper, we highlight activities that we have integrated into our qualitative methods coursework that prompt conversations about issues of justice in education, centering equity even as we engage in student-centered pedagogies. For example, we have been intentional about curating and assigning readings—as methodological exemplars—that introduce critical perspectives including feminism, critical race theory, queer theories, critical whiteness studies, post-colonial theory, and disability studies. Having read and discussed this work, we push students to engage in reflective journaling unpacking identity and reconsidering discourse. We also push them to query their own practices of data generation through these lenses, asking: What does it mean to present participants in these terms? Our hope is that the dissonance our students experience in the context of our classes is carried out into their communities and future research endeavors, prompting them to explore how power shapes everyday, lived experiences.
Keywords
qualitative research pedagogy, social justice
Teaching for Social Justice in Qualitative Methods: Examples from Class
1047
In this paper, we highlight activities that we have integrated into our qualitative methods coursework that prompt conversations about issues of justice in education, centering equity even as we engage in student-centered pedagogies. For example, we have been intentional about curating and assigning readings—as methodological exemplars—that introduce critical perspectives including feminism, critical race theory, queer theories, critical whiteness studies, post-colonial theory, and disability studies. Having read and discussed this work, we push students to engage in reflective journaling unpacking identity and reconsidering discourse. We also push them to query their own practices of data generation through these lenses, asking: What does it mean to present participants in these terms? Our hope is that the dissonance our students experience in the context of our classes is carried out into their communities and future research endeavors, prompting them to explore how power shapes everyday, lived experiences.
Comments
Breakout Session D