Relevance and Relational Responsibility in Justice-Oriented Science Education Research
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| Title: | Relevance and Relational Responsibility in Justice-Oriented Science Education Research |
|---|---|
| Language: | English |
| Authors: | Tolbert, Sara (ORCID |
| Source: | Science Education. Jul 2018 102(4):796-819. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Scientific Research, Social Justice, Equal Education, Cultural Differences, Research Methodology, Educational Practices, Educational Researchers, Relevance (Education), Experimenter Characteristics |
| DOI: | 10.1002/sce.21446 |
| ISSN: | 0036-8326 |
| Abstract: | In this article, we critically examine what a commitment to equity, diversity, and social justice in science and science education means for our research practices and methods. Using a blend of critical cross-cultural and feminist lenses, we explore relationships of power in our research, specifically in terms of knowledge production, representation, and positionality. We also consider our ethical obligations and relational responsibilities as researchers in terms of caring and solidarity. We argue that relevance should be measured as a function of the transformative impact of the research enterprise. We also argue that to do this, researchers need to examine and expose their own positioning and positionality. We propose a variety of strategies, drawn from our work and from that of many others, which illustrate how to build and sustain more caring, ethical, responsive, and responsible relationships with research participants. |
| Abstractor: | As Provided |
| Entry Date: | 2018 |
| Accession Number: | EJ1181511 |
| Database: | ERIC |
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| Abstract: | In this article, we critically examine what a commitment to equity, diversity, and social justice in science and science education means for our research practices and methods. Using a blend of critical cross-cultural and feminist lenses, we explore relationships of power in our research, specifically in terms of knowledge production, representation, and positionality. We also consider our ethical obligations and relational responsibilities as researchers in terms of caring and solidarity. We argue that relevance should be measured as a function of the transformative impact of the research enterprise. We also argue that to do this, researchers need to examine and expose their own positioning and positionality. We propose a variety of strategies, drawn from our work and from that of many others, which illustrate how to build and sustain more caring, ethical, responsive, and responsible relationships with research participants. |
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| ISSN: | 0036-8326 |
| DOI: | 10.1002/sce.21446 |
