Emotions and reflexivity in feminised education action research.
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| Title: | Emotions and reflexivity in feminised education action research. |
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| Authors: | Burman, Erica1 (AUTHOR) e.burman@mmu.ac.uk |
| Source: | Educational Action Research. Sep2006, Vol. 14 Issue 3, p315-332. 18p. |
| Subject Terms: | *Action research, *Individualism, *Affect (Psychology), *Emotions, *Philosophy of education, *Educational ideologies, Feminism, Social science research, Psychology |
| Abstract: | The paper addresses contemporary relations between emotions, gender and feminist action research. Starting from analysis of the increasing emotionalisation of everyday life, it explores the quasi‐feminist—or what the author calls ‘feminised’—forms of incitement to reflexive confession that are increasingly gaining favour within professional and higher educational contexts and draws on literatures and sets of debates that inform education action research, including: childhood and governmentality; feminist research; and international development critiques. The author proposes that reflexivity as an educational and research practice has come to stand in for, and thereby limits, the contemporary focus on ‘participation’ to reduce its radical collaborative and action agenda and instead incite researchers to work on ourselves, and only on ourselves. The paper warns against underestimating the speed and flexibility by which neo‐liberalism absorbs and co‐opts creative strategies—such as reflexivity—for its subversion, and returns them to old‐style individualism. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | The paper addresses contemporary relations between emotions, gender and feminist action research. Starting from analysis of the increasing emotionalisation of everyday life, it explores the quasi‐feminist—or what the author calls ‘feminised’—forms of incitement to reflexive confession that are increasingly gaining favour within professional and higher educational contexts and draws on literatures and sets of debates that inform education action research, including: childhood and governmentality; feminist research; and international development critiques. The author proposes that reflexivity as an educational and research practice has come to stand in for, and thereby limits, the contemporary focus on ‘participation’ to reduce its radical collaborative and action agenda and instead incite researchers to work on ourselves, and only on ourselves. The paper warns against underestimating the speed and flexibility by which neo‐liberalism absorbs and co‐opts creative strategies—such as reflexivity—for its subversion, and returns them to old‐style individualism. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09650792 |
| DOI: | 10.1080/09650790600847636 |
