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Full-Text Articles in Education
(Im)Possible Identity: Autoethnographic (Re)Presentations, Seungho Moon, Chris Strople
(Im)Possible Identity: Autoethnographic (Re)Presentations, Seungho Moon, Chris Strople
Seungho Moon
In this paper, we examine experience, identity, and their intersections. Working from an autoethnographic positionality, we investigate the insufficiencies of language and the limitations of any given researcher with an intent to address multiple realities and their respective interpretations of meaning. Autoethnographic narratives with the use of visual, written, and multimedia representations further acknowledge the dilemmas of qualitative researchers when they cannot fully describe subjectivities in research. What is deemed to be valid research is often indicative of a theoretical framework that aggressively seeks to invalidate other perspectives and ways of knowing. Thus, we create research spaces by employing counter-narratives …
Poststructural Theorizing Of “Experiences”: Implications For Qualitative Research And Curriculum Inquiries., Seungho Moon
Poststructural Theorizing Of “Experiences”: Implications For Qualitative Research And Curriculum Inquiries., Seungho Moon
Seungho Moon
This paper was to investigate urgent issues in qualitative research, specifically the ontological conundrum that researchers commonly encountered in depicting experience and social reality. The turn to “experience” has expanded the modes of qualitative research by hearing “marginalized” voices, and thus increasing cultural awareness. Based on the review over multiple approaches to “experience” to enrich conversation in qualitative research, three major approaches to “experience” were identified, drawn from phenomenology, narrative inquiry, and critical ethnographic studies. This examination provided a platform to explore complex meanings of experience, defined by poststructuralist theories: (a) experience as discursively constructed, (b) experience as non-linear development, …
The Arts Community Without Community: Imagining Aesthetic Curriculum For Active Citizenship, Seungho Moon
The Arts Community Without Community: Imagining Aesthetic Curriculum For Active Citizenship, Seungho Moon
Seungho Moon
This article is about teaching art-based inquiry and equity pedagogy. The author introduces an aesthetic-inspired afterschool curriculum in the urban context in the United States and theorizes the meaning of active citizenship and community. Conceptually framed by “community without community,” this article explicates the ways in which the ARtS children (Aesthetic, Reflexive thoughts, & Sharing) investigated the meanings of community through dance, poetry, and clay art. The author imagines and theorizes community that goes beyond emphasizing solidarity and a collective “we”-ness in the pursuit of social transformation. Rather, the author argues that “community without community” could be an important framework …
(Im)Possible Identity: Autoethnographic (Re)Presentations, Seungho Moon, Christopher Strople
(Im)Possible Identity: Autoethnographic (Re)Presentations, Seungho Moon, Christopher Strople
Seungho Moon
In this paper, we examine experience, identity, and their intersections. Working from an autoethnographic positionality, we investigate the insufficiencies of language and the limitations of any given researcher with an intent to address multiple realities and their respective interpretations of meaning. Autoethnographic narratives with the use of visual, written, and multimedia representations further acknowledge the dilemmas of qualitative researchers when they cannot fully describe subjectivities in research. What is deemed to be valid research is often indicative of a theoretical framework that aggressively seeks to invalidate other perspectives and ways of knowing. Thus, we create research spaces by employing counter-narratives …
Teaching Equity Through “Gatsby” In The Age Of Ccss, Allisyn Mills, Seungho Moon
Teaching Equity Through “Gatsby” In The Age Of Ccss, Allisyn Mills, Seungho Moon
Seungho Moon
Influenced by CCSS, the authors provide options for teachers who share the need to design curriculum to incorporate more perspectives in the classroom.