Sunday AR Sessions
Sunday, April 19, 2015 (three sessions)
60.059 - Ethical and Epistemic Intersections in Collaborative Community-Based Research: Challenges for Field Building
Sun, April 19, 8:15 to 9:45am, Sheraton, Second Level, Arkansas
Session Type: Symposium
Abstract
This dialogical symposium problematizes the ethical and epistemic intersections in collaborative community-based research (CCBR). Drawing on critical, feminist, decolonial, and Indigenous scholars, the presenters argue that even methodologies oriented toward emancipatory aims, such as CCBR, can reinscribe dominant epistemologies and ideologies. The symposium papers engage with both empirical and theoretical sources to reveal the nature of these ethical and epistemological intersections, and to provide specific guidance on how CCBR scholars can understand the dilemmas they face and construct projects that are attentive to them.
Sub Unit
Chair
Papers
The Ethical Dimensions of Knowledge Formation in Theorizing Collaborative, Community-Engaged Research - Sheeva Sabati, University of California - Santa Cruz
Strategic Pedagogies of Re-Presentation: Ethical Dimensions of Creating and Using Digital Stories in a Community-Engaged Education Reform Effort - Linnea Kristina Beckett
Nepantla and Ubuntu Research Ethics: Moving Beyond Regulations Toward an Ethics of Engagement and Solidarity - Monique Antoinette Guishard, Bronx Community College - CUNY
Epistemic Room: The Role of Refusal in Collaborative Community-Based Research - Eve Tuck, SUNY - College at New Paltz; K. Wayne Yang, University of California - San Diego
References for Symposium Papers - Ronald David Glass, University of California - Santa Cruz
Discussant
Toward a Taxonomy of Collaborative Research in Education and the Social Sciences
61.056 - Toward a Taxonomy of Collaborative Research in Education and the Social Sciences
Sun, April 19, 10:35am to 12:05pm, Sheraton, Second Level, Arkansas
Session Type: Symposium
Abstract
This yearlong joint investigation by scholars at two universities reviewed published articles about collaborative and community-engaged research in Sociology, Anthropology, Education, and Public Policy/Administration. Many education and social science researchers are turning to forms of this research to generate knowledge more directly relevant to addressing issues of social justice than traditional scholarship. However, collaborative research is conceptualized and implemented in diffuse and multiple ways, calling into question whether there can or should be a consistent methodological approach that informs both its theorization and practice. Our taxonomical analysis identifies similarities and differences in the theoretical frameworks in these disciplines/fields and also reveals foundational ethical, epistemic and political tensions.
Sub Unit
Chairs
Papers
Toward a Public Sociology - Emily Borg, University of California - Center for Collaborative Research for an Equitable California
Anthropology for the People - Sheeva Sabati, University of California - Santa Cruz
Mapping the Muddy Terrain of Engaged Educational Research - Ethan Chang, University of California - Santa Cruz
Steering or Following? The Changing Field of Public Policy and the Use of "Action Research" - Perri Sondra Leviss, University of Massachusetts - Boston
References for Symposium Papers - Ronald David Glass, University of California - Santa Cruz
More References for Symposium Papers - Mark R. Warren, University of Massachusetts - Boston
Discussant
Copyright© 2015 All Academic, Inc.
Urban Indigenous Land-Based Pedagogies and Community Educational Design Research
Session Type: Invited Speaker Session
65.017 - Urban Indigenous Land-Based Pedagogies and Community Educational Design Research
Sun, April 19, 2:15 to 3:45pm, Hyatt, West Tower - Gold Level, Regency AB
Session Type: Invited Speaker Session
Abstract
This session features the work of a Chicago-based research collaborative including elders, parents, and youth members of the inter-tribal Indigenous community. Presenters have worked together over the past several years to design learning environments that would meet the present and future needs of their community. Presenters will speak from their own perspectives and roles in this longitudinal, intergenerational study. Two critical discussants will provide commentary about the larger implications of this approach to educational research, the implications of recovering Chicago as Indigenous land, and pose questions to the participants before opening the floor for questions from the audience.
Cosponsors Indigenous Peoples of the Americas SIG, Indigenous Peoples of the Pacific SIG, Division B, Action Research SIG, Committee of Scholars of Color in Education
Sub Unit
Cosponsors
Chair
Papers
Storying Chicago as Indigenous Land - Pam Silas, Advisory Board; George Strack, American Indian Center of Chicago
Developing Our Pedagogy of Walking Land: Land-Based Science Education - Adam Kessel, Northwestern University; Cynthia Soto, University of Illinois at Chicago
Advancing Understandings of Culture, Human Learning, and Development - Ananda Maria Marin, Northwestern University; Douglas Medin, Northwestern University
Design for Indigenous Futures: Early Childhood, Food Sovereignty, and Restorying Lands in Urban Places - Lori Faber, Northwestern University; Felicia Peters, American Indian Center of Chicago;David Bender, American Indian Center of Chicago
Designing Indigenous Education in Now-Named Urban Places: Disrupting Temporal and Spatial Constructions in Settler-Colonial Societies - Megan Bang, University of Washington; JasmineAlfonso, American Indian Center of Chicago
Traveling Song by Local Community Drum Group - Linda T. Smith, The University of Waikato; William (Bill) H. Schubert, University of Illinois at Chicago
Continue to Monday AR Sessions