Challenges of Decolonization in Education
Professor Fazal Rizvi
Friday, November 8, 4:00pm.
311 Carmichael Hall / Nall Gallery
The idea of decolonization has become a central motif of the progressive forces in education around the world. It has been robustly articulated in systems as diverse as South Africa and Canada and in many parts of the United States. Yet the challenges facing these aspirations are considerable. These challenges are not only practical but also conceptual and political. It has been noted, for example, that colonial political interests and epistemic systems are hard to shift in a world that is shaped fundamentally around western ethnocentric notions of modernity and historical progress. In this lecture, Dr. Rizvi will argue that one of the key analytical problems associated with the contemporary discourses of decolonisation is their tendency to work from a range of binaries, both epistemic and political. Dr. Rizvi suggests that these binaries are historically constituted and their continuing use, even in the language in which resistance to colonial dominance is often conceptualised and organised, undercuts the political aspirations of decolonisation, rendering them ineffective.
Fazal Rizvi is a Professor of Global Studies in Education at the University of Melbourne Australia, as well as an Emeritus Professor at the University of Illinois at Urbana-Champaign in the United States. He has written extensively on issues of identity and culture in transnational contexts, globalization and education policy and Australia-Asia relations. A collection of his essays is published in: Encountering Education in the Global: Selected Writings of Fazal Rizvi (Routledge 2014). His most recent books include a co-authored volume, Class Choreographies: Elite Schools and Globalization (Palgrave 2017) and a co-edited volume, Transnational Perspectives on Democracy, Citizenship, Human Rights and Peace Education (Bloomsbury 2019). Fazal is a Fellow of the Australian Academy of the Social Sciences and a former Editor of the journal, Discourse: Studies in Cultural Politics of Education, as well as a past President of the Australian Association of Research in Education.
An upcoming issue of Qualitative Inquiry will feature collaborative publications from UA faculty and students. The issue, entitled What do Pedagogies Produce? Thinking/Teaching Qualitative Inquiry, attends to "how qualitative pedagogical practices can attend to the ways in which we live and learn in our more-than-human world." The articles are currently available OnlineFirst on the journal's website.
Meanwhile: Posthuman Intra-Actions in/With a Post-Qualitative Readings Class
Authors: Kelly W. Guyotte, Maureen A. Flint, Briana Gilbert Kidd, Courtney A. Potts, & April J. Irwin, & Lauren A. Bennett
Abstract: In January 2017, six doctoral students and an assistant professor came together under the guise of a “Readings in Educational Research” course that was created on the topic of post-qualitative inquiry. Using St. Pierre’s descriptor of the “posts,” the course involved engagements with poststructural, posthuman, and new materialist philosophies. Inspired by the concept of the meanwhile, this article pulses with the question: What do intra-active qualitative inquiry pedagogies produce? In this inquiry, we (teacher and students) consider meanwhile as entangled, layered, and complex pedagogical events/enactments produced in the post-qualitative readings course, crossing with/through time, place, space, and bodies.
Queer Temporalities, Spacetimematterings, and a Pedagogy of Vulnerability in Qualitative Inquiry
Authors: Stephanie Anne Shelton & Shelly Melchior
Abstract: This interview project began with a daughter’s innocent desire to ask “Why?” but we find ourselves in an ever-looping liminality that recognizes both the impossibility of such innocence and the power of an “ability to live on the boundaries” of wanting-to-know and never-knowing. This article concludes by considering the implications of maintaining such a space within the context of a qualitative inquiry course and within the scholarly and personal engagements between a qualitative inquiry instructor and student. We examine the ways that this liminal space has shaped our co-writing, our course-based co-learning, and our interactions and has helped to support a “pedagogy of vulnerability” based on (intentional and unwanted) liminalities within Stephanie’s qualitative inquiry courses.
Sixteenth International Congress of Qualitative Inquiry
21-23 May 2020
QUALITATIVE INQUIRY IN REPRESSIVE TIMES
The deadline for submitting poster, paper, and panel presentations to the 16th International Congress of Qualitative Inquiry (QI2020) is 1 December 2019, 11:59pm mountain. To submit, visit the ICQI website:
Please visit the FAQ page if you have questions about submitting:
CALL FOR PAPERS
Please consider submitting a proposal for a paper presentation at the 32nd Annual Ethnographic & Qualitative Research Conference (EQRC). EQRC is sponsored this year by the University of Nevada Las Vegas (UNLV) College of Education.
The conference will be held on February 24-25, 2020 at the Flamingo Hotel in Las Vegas, Nevada with a special conference room rate of $69 per night (plus tax & fees).
The deadline for submitting a proposal is November 20th and papers will undergo juried review on a rolling basis, with prompt notifications of acceptance/rejection so that presenters can make early and economical travel arrangements.
All presented papers are eligible for submission to the Journal of Ethnographic & Qualitative Research (www.jeqr.org) and all submitted papers will be peer-reviewed for potential publication.
Visit the website for details at www.EQRC.net
Call for Papers, Special Issue of The Qualitative Report
“Diverse Approaches to Qualitative Data Analysis for Applied Research”
Guest Editors: Noah Goodman (Center for Children & Technology), Jessica Nina Lester (Indiana University) & Michelle O’Reilly (University of Leicester)
The range of qualitative methodologies and approaches is vast, affording researchers diverse ways to engage in designing and conceptualizing qualitative research studies, making sense of data, and reporting findings. It can therefore be a challenging endeavor for researchers to decide which approach is most appropriate to achieve a project’s goals, aims and context to address the research question and problem posed. This is especially important for researchers in applied fields, as they need to not only consider the analytic value and produce analyses that are intelligible to other researchers, but also they need to reach diverse audiences of practitioners and policy makers, illustrating the practical value and relevance of the work. Authors included in this special issue will use a particular qualitative approach to analyze a common set of data with the goal of generating a ‘protocol’ or ‘useable map’ that can help researchers—particularly those conducting applied research—decide which approach is right for them and what is the most appropriate way of addressing the research problem at hand.
The literature surrounding social science research has offered definitional distinctions between ‘applied’ and ‘basic’ research (e.g., Bickman & Rog, 20091; Lester & O’Reilly, 20192), relatively little writing has focused exclusively on the many qualitative analytic approaches that might be leveraged by applied researchers. While recognizing that applied research is a difficult (and perhaps even arbitrary) practice to define, we view it as being focused on developing or improving “our understanding of a “problem,” with the intent of contributing to the solution of that problem” (Bickman & Rog, p. x). This kind of research can bring with it a sense of immediacy and/or even involve the study of a “persistent, societal problem” (Bikman & Rog, p. x). Applied researchers often find themselves working in varying contexts, ranging from academic institutions to research firms. Qualitative methods are particularly useful to help applied researchers describe how, why, and under what circumstances programs, products, and tools can be used to successfully achieve their goals. As such, there is a growing need for pedagogical and practical tools related to how to analyze qualitative data in meaningful and productive ways when carrying out applied research. There is a plethora of qualitative analytic approaches that might serve to support and even expand the work of applied researchers, including different approaches to thematic analysis, as well as many other perhaps lesser known analytic approaches.
Thus, by allowing readers to compare analyses, and the findings they produce, from one common set of data, this special issue aims to provide an up-to-date collection of articles that provide cutting-edge perspectives on qualitative analytic approaches for engaging in applied research. We aim for the articles included here to be useful for early-career researchers who are finding their way through the vast landscape of qualitative methods, as well as applied researchers interested in exploring how different approaches might provide value to a given project.
Each of the contributing authors will be given access to a shared dataset, which was secured from Syracuse University’s Qualitative Data Repository. This data is from a research study exploring “postnatal care referral behavior by TBAs (Traditional Birth Attendants) in Nigeria, including the perceived factors that may deter or promote referrals to skilled health workers.” The data set consists of transcripts from three focus groups—one with hospital health care workers, another with traditional birth attendants, and a third with TBA delivery clients. The contributing authors are encouraged to focus less on the substantive qualities of their analysis, but rather unearth the analytical contributions and insights that might be taken up by applied researchers less familiar with a broad array of qualitative analysis approaches. Each author will: 1) introduce their specific analytic perspective by highlighting its philosophical understandings and assumptions; 2) share a detailed process through which they analyzed the common dataset (offering a map or protocol for others to study/follow); 3) share a set of findings from the analysis, which illustrate the ways in which this approach represents findings; 4) reflect on the unique value they believe the analytic approach brought to the analysis—particularly in relation to engaging in applied research practices; 5) discuss how their use of a given analytic approach may have been different had they been working with primary data (rather than secondary).
Bickman, L., & Rog, D. J. (Eds.). (2008). The SAGE handbook of applied social research methods. SAGE publications.
Lester, J. N., & O'Reilly, M. (2018). Applied conversation analysis: Social interaction in institutional settings. SAGE Publications.
500-word abstract due September 15, 2019
Selected authors invited to contribute full article October 1, 2019
Full article due for peer review March 1, 2020
Requests for revisions sent to authors April 30, 2020
Final, revised manuscripts due June 15, 2020
Publish special issue August 15, 2020
Full manuscripts are due for initial, editorial review on March 1, 2020 and should be no longer than 30 double spaced pages (including references but excluding title page and abstract). All articles will undergo a peer and editorial review process.
Please submit 500-word abstract for consideration no later than September 15, 2019 to Jessica Nina Lester at firstname.lastname@example.org.
Check out the Spring 2019 Qualitative Research SIG Newsletter, which includes a spotlight on Dr. Aaron Kuntz's new book Qualitative Inquiry, Cartography, and the Promise of Material Change as well as an interview with Dr. Stephanie Shelton regarding an article co-written with Maureen Flint on the value of transcription. Kudos to our qualitative faculty and students who are doing amazing work! To read more, click here.
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