迈向关键种族RPP:种族、权力和地位如何影响研究实践伙伴关系

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Tiera Tanksley, Cynthia Estrada
{"title":"迈向关键种族RPP:种族、权力和地位如何影响研究实践伙伴关系","authors":"Tiera Tanksley, Cynthia Estrada","doi":"10.1080/1743727X.2022.2097218","DOIUrl":null,"url":null,"abstract":"ABSTRACT This research article challenges the normative construction of RPPs as an inherently equitable, post-racial and ungendered methodological framework. By utilizing critical race theory broadly, and whiteness as property in particular, we highlight how without explicit consideration for the racialization of research identities, RPPs are incapable of disrupting oppressive power structures that hinder equity and social change. As WOC researchers working on a large National Science Foundation granted study, we witnessed two issues in RPP methodologies: (1) institutional power granted by Academe is negated when whiteness is prioritized and minoritized race/gender identities are involved; and (2) niceness is weaponized as a means of protecting education and research as the property of whites in order to maintain the status quo. By utilizing our counterstories to unpack and interrogate the onto-epistemological and sociopolitical infrastructure of RPPs, we offer implications and best practices for how to foster more transformative and racially-just research partnerships. Specifically, we use CRT to theorize a Critical Race-RPP (CR-RPP) methodology that seeks to decentre whiteness and privilege the voices and needs of People of Color and other marginalized communities within schools and academia.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":"{\"title\":\"Toward a Critical Race RPP: how race, power and positionality inform Research Practice Partnerships\",\"authors\":\"Tiera Tanksley, Cynthia Estrada\",\"doi\":\"10.1080/1743727X.2022.2097218\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT This research article challenges the normative construction of RPPs as an inherently equitable, post-racial and ungendered methodological framework. By utilizing critical race theory broadly, and whiteness as property in particular, we highlight how without explicit consideration for the racialization of research identities, RPPs are incapable of disrupting oppressive power structures that hinder equity and social change. As WOC researchers working on a large National Science Foundation granted study, we witnessed two issues in RPP methodologies: (1) institutional power granted by Academe is negated when whiteness is prioritized and minoritized race/gender identities are involved; and (2) niceness is weaponized as a means of protecting education and research as the property of whites in order to maintain the status quo. By utilizing our counterstories to unpack and interrogate the onto-epistemological and sociopolitical infrastructure of RPPs, we offer implications and best practices for how to foster more transformative and racially-just research partnerships. Specifically, we use CRT to theorize a Critical Race-RPP (CR-RPP) methodology that seeks to decentre whiteness and privilege the voices and needs of People of Color and other marginalized communities within schools and academia.\",\"PeriodicalId\":51655,\"journal\":{\"name\":\"International Journal of Research & Method in Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2022-07-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"7\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Research & Method in Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/1743727X.2022.2097218\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Research & Method in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1743727X.2022.2097218","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 7

摘要

摘要这篇研究文章挑战了RPP作为一个固有的公平、后种族和无性别的方法论框架的规范性构建。通过广泛利用批判性种族理论,特别是白人作为财产,我们强调了在没有明确考虑研究身份种族化的情况下,RPP无法破坏阻碍公平和社会变革的压迫性权力结构。作为WOC的研究人员,我们在国家科学基金会批准的一项大型研究中看到了RPP方法中的两个问题:(1)当白人被优先考虑并涉及少数民族/性别认同时,学院授予的制度权力被否定;(2)为了维持现状,精细化被武器化,作为保护教育和研究作为白人财产的一种手段。通过利用我们的反驳来解开和质疑RPP的认识论和社会政治基础设施,我们为如何培养更具变革性和种族公正的研究伙伴关系提供了启示和最佳实践。具体而言,我们使用CRT来理论化一种关键种族RPP(CR-RPP)方法,该方法旨在分散白人的注意力,并优先考虑有色人种和其他学校和学术界边缘化社区的声音和需求。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Toward a Critical Race RPP: how race, power and positionality inform Research Practice Partnerships
ABSTRACT This research article challenges the normative construction of RPPs as an inherently equitable, post-racial and ungendered methodological framework. By utilizing critical race theory broadly, and whiteness as property in particular, we highlight how without explicit consideration for the racialization of research identities, RPPs are incapable of disrupting oppressive power structures that hinder equity and social change. As WOC researchers working on a large National Science Foundation granted study, we witnessed two issues in RPP methodologies: (1) institutional power granted by Academe is negated when whiteness is prioritized and minoritized race/gender identities are involved; and (2) niceness is weaponized as a means of protecting education and research as the property of whites in order to maintain the status quo. By utilizing our counterstories to unpack and interrogate the onto-epistemological and sociopolitical infrastructure of RPPs, we offer implications and best practices for how to foster more transformative and racially-just research partnerships. Specifically, we use CRT to theorize a Critical Race-RPP (CR-RPP) methodology that seeks to decentre whiteness and privilege the voices and needs of People of Color and other marginalized communities within schools and academia.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
4.70
自引率
5.00%
发文量
48
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.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信