Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Magic And Hocus Pocus: Teaching For Social Justice In A Qualitative Methods Course, Carey E. Andrzejewski, Hannah Carson Baggett
Magic And Hocus Pocus: Teaching For Social Justice In A Qualitative Methods Course, Carey E. Andrzejewski, Hannah Carson Baggett
The Qualitative Report
In this manuscript, we work to define and unpack what teaching for social justice means for us as instructors of an introductory qualitative methods course at an ultraconservative institution. We focus on our intentionality in curating readings, designing specific fieldwork assignments, and prompting reflective work for adult graduate students in the course. This intentionality provides various inroads to develop and support student learning around qualitative methods, to reveal meta narratives and dominant ideologies, to critically think and “trouble” those narratives, and opportunities to name lived experiences and observations in systems of oppression and privilege.
On What Autoethnography Did In A Study On Student Voice Pedagogies: A Mapping Of Returns, Mairi Mcdermott
On What Autoethnography Did In A Study On Student Voice Pedagogies: A Mapping Of Returns, Mairi Mcdermott
The Qualitative Report
In this paper, I invite you into some considerations of what autoethnography might do in research, what it might teach us as researchers. In doing so, I return to an autoethnographic study I engaged in a few years ago which was contoured through the question: How do teachers experience student voice pedagogies? In that study, I experienced autoethnography as a creative methodology that allowed me to go back to two experiences I had with youth, or student voice projects. The paper embodies a return to the autoethnographic study of my doctoral research, which itself was a return to the previously …