Methodologies for Researching Cultural Diversity in Education: International perspectives - Softcover

9781858565231: Methodologies for Researching Cultural Diversity in Education: International perspectives

Softcover

ISBN 10: 1858565235 ISBN 13: 9781858565231

Verlag: Trentham Books, 2014

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This is a superb and timely book given the increasing ethnic and cultural diversity within society. It provides an excellent framework for researchers from the 'hegemonic mainstream' to examine and respond to the multiple dimensions of power evident when planning and conducting research involving participants from ethnic- and linguistic-minority backgrounds. (Professor Vini Lander Faculty of Education, Edge Hill University, UK)

A fascinating collection of research about social justice in education. These chapters, based in a diversity of settings, show new ways of accessing and sharing the experiences of minority students and teachers that minimize distortion, are respectful, and actively empower. (Dr Terry Wrigley Visiting Professor, Leeds Metropolitan University)

Woven through this unique and timely book is the proposition that research methodologies can no longer be seen as valid or appropriate in a vacuum. Instead, validity emerges from the complex process of negotiating relations of power, agency, and identity in specific contexts and with diverse actors. The original insights generated by the chapter authors in discussing their research attest to the important contribution this volume makes to our understanding of the nature of scientific inquiry. (Professor Emeritus Jim Cummins Ontario Institute for Studies in Education, University of Toronto)

Rese�a del editor

As teachers, education policymakers and school managers seek to meet the needs of students from cultures and language backgrounds different from the dominant majority's, research needs to reflect the perspectives of the students themselves and of their parents and teachers, while taking account of the broader socio-political context. This book brings together research conducted in Scotland, Australia, Canada, Norway, Italy, Ghana and Pakistan, which addresses the ethical conduct of education research in culturally and linguistically diverse contexts.

The relationship between researched and researcher is crucial, but it can be problematic when the researchers are from the dominant group and not the groups whose experiences they aspire to understand. These authors highlight the challenges of researching in culturally and ethnically diverse contexts, and describe innovative approaches such a mapping, shadowing and photography that give agency to the children who are being researched, rather than to the researchers.

The book is of interest to academics and to classroom teachers researching their own practice, and also to education students and social science researchers working in culturally diverse contexts.

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