Researchers’ subjectivities in a study of infants & toddlers

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Research & Method in Education Pub Date : 2023-01-23 DOI:10.1080/1743727X.2023.2167976

Vanessa Ferraz Almeida Neves, L. Katz, Elenice de Brito Teixeira Silva, Alice de Paiva Macário

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Abstract

ABSTRACT Our purpose in this article is to examine the subjective processes of researchers while becoming conscious during the investigation of infants and toddlers (I/Ts) in educational settings. Based on the intertwining between Cultural-historical Psychology and Ethnography in Education, we followed a group of I/Ts at a Brazilian Early Childhood Education Center between 2017 and 2019. This extended length of time in the field allowed us to build a logic of inquiry with consciousness as its foundation. We focus on an analysis of four events which occurred at different times within this two-year period that make visible the researcher’s processes of becoming conscious at the center of the research process itself. Becoming conscious enabled repositioning ourselves as researchers, transforming the research process, and reorganizing the latter as a whole. In this study, we demonstrate that ‘becoming conscious’ involves considering whether the research extends beyond being an object of knowledge, and includes a meta-analysis of the research path actually taken through approximations and distancing with data, as well as the creation of new interpretations, solutions and combinations of these, as the study progressed. We argue that becoming conscious, as a relational and situated process, is an essential dimension of educational research.

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研究人员在婴幼儿研究中的主体性

本文的目的是研究研究者在教育环境中对婴幼儿(I/Ts)进行调查时变得有意识的主观过程。基于文化历史心理学和教育中的民族志之间的相互交织，我们在2017年至2019年期间在巴西幼儿教育中心跟踪了一组I/ t。这一领域的长期研究使我们能够建立一个以意识为基础的探究逻辑。我们重点分析了这两年期间发生在不同时间的四个事件，这些事件使研究人员在研究过程本身的中心变得有意识的过程变得可见。意识的觉醒使我们能够将自己重新定位为研究人员，改变研究过程，并将后者作为一个整体进行重组。在这项研究中，我们证明了“变得有意识”包括考虑研究是否超出了作为知识对象的范围，并包括通过近似和与数据保持距离的研究路径的元分析，以及随着研究的进展创造新的解释，解决方案和这些组合。我们认为，成为意识，作为一个关系和定位的过程，是教育研究的一个重要维度。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Research & Method in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.70

自引率

5.00%

发文量

期刊介绍： The International Journal of Research & Method in Education is an interdisciplinary, peer-reviewed journal that draws contributions from a wide community of international researchers. Contributions are expected to develop and further international discourse in educational research with a particular focus on method and methodological issues. The journal welcomes papers engaging with methods from within a qualitative or quantitative framework, or from frameworks which cut across and or challenge this duality. Papers should not solely focus on the practice of education; there must be a contribution to methodology. International Journal of Research & Method in Education is committed to publishing scholarly research that discusses conceptual, theoretical and methodological issues, provides evidence, support for or informed critique of unusual or new methodologies within educational research and provides innovative, new perspectives and examinations of key research findings. The journal’s enthusiasm to foster debate is also recognised in a keenness to include engaged, thought-provoking response papers to previously published articles. The journal is also interested in papers that discuss issues in the teaching of research methods for educational researchers. Contributors to International Journal of Research & Method in Education should take care to communicate their findings or arguments in a succinct, accessible manner to an international readership of researchers, policy-makers and practitioners from a range of disciplines including but not limited to philosophy, sociology, economics, psychology, and history of education. The Co-Editors welcome suggested topics for future Special Issues. Initial ideas should be discussed by email with the Co-Editors before a formal proposal is submitted for consideration.