定性访谈中的种族化时刻:实时面对色盲和微妙的种族主义

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
M. Gast, J. Chisholm, Yohimar Sivira-Gonzalez, Trisha A. Douin
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引用次数: 3

摘要

“色盲”话语代表了美国主流的种族意识形态,围绕着平等机会的原则,并假设种族主义和系统性种族不平等是过去的事情,是“自然发生的”问题,或者是个人选择和行为的问题。那些试图破坏白人、色盲和微妙种族主义的合法性的定性研究人员可以在采访和对话中对这些形式的不公正做出反应;然而,过去的工作很少强调研究人员和研究人员在这些过程中的挑战。此外,传统的方法通常会促使研究人员在这些时刻过去或完全错过之后反思种族主义和不公正。我们分析了定性教育研究人员在实时应对这些时刻时的潜力和限制。我们使用了一个高中同伴辅导项目的案例研究,该项目涉及多语言和新兴的多语言学生和教师,以在访谈中揭示普遍的种族紧张关系和假设,并将我们自己定位为定性研究人员,在这些过程中。我们讨论了研究团队成员如何通过积极的访谈和实践中的反身性、反叙事的机会、参与白人盟友以及与学校合作进行批判性对话来集体准备挑战色盲的意识形态立场。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Racialized moments in qualitative interviews: confronting colour-blind and subtle racism in real time
ABSTRACT Colour-blind discourse represents dominant American racial ideologies surrounding principles of equal opportunity and assumptions that racism and systemic racial inequities are things of the past, ‘naturally occurring’ issues, or problems relegated to individual choices and behaviours. Qualitative researchers who seek to disrupt the legitimation of Whiteness and colour-blind and subtle racism can respond to these forms of injustices during interviews and conversations; yet, past work rarely highlights the researcher and researcher challenges in these processes. Additionally, traditional methodologies typically push researchers to reflect on racism and injustices after such moments have passed or to miss them altogether. We analyse the potential and constraints of qualitative educational researchers in responding to such moments in real time. We use a case study of a high school peer-mentoring programme with multilingual and emerging multilingual students of colour and teachers to unpack prevailing racial tensions and assumptions during interviews and situate ourselves, as qualitative researchers, in those processes. We discuss how research team-members can collectively prepare to challenge colour-blind ideological stances through active interviewing and reflexivity-in-practice, opportunities for counternarratives, engaging White allies, and partnerships with schools for critical conversations.
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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.
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