Researching Education with Marginalized Communities

245 Pages·2013·1.113 MB·English

by  Mike Danaher, Janet Cook, Geoff Danaher, Phyllida Coombes, Patrick Alan Danaher (auth.)

Researching Education with Marginalized Communities
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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
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workinaccordancewiththeCopyright,DesignsandPatentsAct1988.
Firstpublished2013by
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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
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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