Researching Education with Marginalized Communities PDF
Preview Researching Education with Marginalized Communities
Researching Education with Marginalized Communities AlsobyMikeDanaher ENVIRONMENTALPOLITICSINJAPAN TheCaseofWildlifePreservation AlsobyGeoffDanaher MOBILELEARNINGCOMMUNITIES CreatingNewEducationalFutures(co-author) UNDERSTANDINGBOURDIEU(co-author) UNDERSTANDINGFOUCAULT ACriticalIntroduction(co-author) AlsobyPhyllidaCoombes TEACHINGTRAVELLERCHILDREN MaximisingLearningOutcomes(co-author) AlsobyPatrickAlanDanaher IDENTITYANDPEDAGOGYINHIGHEREDUCATION InternationalComparisons(co-author) MOBILELEARNINGCOMMUNITIES CreatingNewEducationalFutures(co-author) TEACHINGTRAVELLERCHILDREN MaximisingLearningOutcomes(co-author) Researching Education with Marginalized Communities Mike Danaher CentralQueenslandUniversity,Australia Janet Cook CentralQueenslandInstituteofTechnicalandFurtherEducation,Australia Geoff Danaher FormerlyCentralQueenslandUniversity,Australia Phyllida Coombes FormerlyCentralQueenslandUniversity,Australia and Patrick Alan Danaher UniversityofSouthernQueensland,Australia ©MikeDanaher,JanetCook,GeoffDanaher,PhyllidaCoombesand PatrickAlanDanaher2013 Softcover reprint of the hardcover 1st edition 2013 978-1-137-01267-8 Allrightsreserved.Noreproduction,copyortransmissionofthis publicationmaybemadewithoutwrittenpermission. Noportionofthispublicationmaybereproduced,copiedortransmitted savewithwrittenpermissionorinaccordancewiththeprovisionsofthe Copyright,DesignsandPatentsAct1988,orunderthetermsofanylicence permittinglimitedcopyingissuedbytheCopyrightLicensingAgency, SaffronHouse,6–10KirbyStreet,LondonEC1N8TS. Anypersonwhodoesanyunauthorizedactinrelationtothispublication maybeliabletocriminalprosecutionandcivilclaimsfordamages. Theauthorshaveassertedtheirrightstobeidentifiedastheauthorsofthis workinaccordancewiththeCopyright,DesignsandPatentsAct1988. Firstpublished2013by PALGRAVEMACMILLAN PalgraveMacmillanintheUKisanimprintofMacmillanPublishersLimited, registeredinEngland,companynumber785998,ofHoundmills,Basingstoke, HampshireRG216XS. PalgraveMacmillanintheUSisadivisionofStMartin’sPressLLC, 175FifthAvenue,NewYork,NY10010. PalgraveMacmillanistheglobalacademicimprintoftheabovecompanies andhascompaniesandrepresentativesthroughouttheworld. Palgrave®andMacmillan®areregisteredtrademarksintheUnitedStates, theUnitedKingdom,Europeandothercountries. ISBN 978-1-349-43667-5 ISBN 978-1-137-01268-5 (eBook) DOI10.1057/9781137012685 Thisbookisprintedonpapersuitableforrecyclingandmadefromfully managedandsustainedforestsources.Logging,pulpingandmanufacturing processesareexpectedtoconformtotheenvironmentalregulationsofthe countryoforigin. AcataloguerecordforthisbookisavailablefromtheBritishLibrary. AcatalogrecordforthisbookisavailablefromtheLibraryofCongress. For all education researchers and the communities with whom they work We hold these truths to be self-evident, that all men [and women] are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. – United States Declaration of Independence, 4 July 1776 O wonder! How many goodly creatures are there here! How beauteous mankind is! O brave new world, That has such people in’t. – William Shakespeare, The Tempest, Act V, Scene I This page intentionally left blank Contents ListofTables viii Acknowledgements ix ListofAbbreviations x AbouttheAuthors xi 1 SituatingEducationResearchwithMarginalized Communities 1 2 NamingMarginalizedCommunities 23 3 FramingMarginalizedCommunities 37 4 DesigningandConductingResearchwithMarginalized Communities 51 5 ConstructingKnowledgewithMarginalizedCommunities 74 6 RepresentingtheKnowledgeofMarginalized Communities 92 7 WritingandPublishingResearchaboutMarginalized Communities 111 8 ResearchingEthicallyandResponsiblywithMarginalized Communities 134 9 EvaluatingResearchBenefitsforMarginalized Communities 152 10 CreatingNewandTransformativeUnderstandingsof Marginalization 170 References 189 Index 230 vii Tables 1.1 Theeducationresearchprojects 19 6.1 Objectiveandsubjectiveformsofknowledge 96 viii Acknowledgements We are very grateful to the following individuals and groups whose supporthasbeenindispensabletowritingthisbookandconductingthe educationresearchprojectsonwhichitreports: • The participants in the six research projects analysed in the book – boththemembersoftherespectivecommunitiesandtheeducators andotherofficialswhoworkwiththem; • Our fellow researchers in the research projects reported here, and alsothosewhohelpedtoorganizeandsupporttheprojectsandwho transcribedtherecordedinterviews; • Otherresearchersinthefieldstowhichweseektocontributeinthe book; • Philippa Grand, Liz Holwell, Andrew James and Maryam Rutter from Palgrave Macmillan for being such encouraging members of a dynamicandfacilitativepublishingteam; • Sumitha Nithyanandan and her colleagues from Integra Software Servicesfortheirexpertcopyeditingandtypesettingofthetext; • Ing.EmilioA.Antelizforlocatingkeyscholarlyreferences; • JanetCookfortakingthecoverphotograph; • Theanonymousrevieweroftheoriginalbookproposal; • Ourcolleaguesinourrespectiveworkplaces; • Ourfamiliesandfriendsforhelpingtonourishandsustainus. ix
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