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Critical auto-ethnography

Critical auto-ethnography. Peter Taylor Science & Mathematics Education Centre School of Science. HREC Forum: Ethics & Qualitative research 21 October 2010. today…. Critical auto-ethnography – multi-paradigmatic research Important ethical issues – narcissism, idealism, aestheticism

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Critical auto-ethnography

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  1. Critical auto-ethnography Peter Taylor Science & Mathematics Education Centre School of Science HREC Forum: Ethics & Qualitative research 21 October 2010

  2. today… Critical auto-ethnography – multi-paradigmatic research Important ethical issues – narcissism, idealism, aestheticism Recent PhD theses – cultural studies of science & maths education no dwelling…

  3. in Mozambique… Dr Emilia Afonso (MinduNhalivelo) Deputy Director Centre for Cultural Studies & EthnoscienceUniversitePedagogica, Mozambique “When I subsequently returned to Mozambique and to my practice as a science teacher educator at UniversidadePedagogica, though conscious that learning never ends, I felt empowered to discuss more deeply with my students issues of science in our cultural context. I have been encouraging them to learn from themselves. To interrogate their own attitudes toward learning and teaching science as well as their colleagues’ and teachers’ attitudes. To discover hidden subjectivities they have as Africans, especially in the context of the school science classroom. ”

  4. in Nepal… Dr Bal Chandra Luitel Coordinator of Mathematics EducationKathmandu University, Nepal “My recently completed doctoral dissertation has addressed the protracted problem of the culturally decontextualisednature of mathematics education which un/wittingly prevents many school students from gaining full access to powerful mathematical ideas. With an emphasis on envisioning, I have developed a mathematics curriculum model to implement creative and innovative pedagogies that help students gain access to much needed mathematical skills and knowledge required for critical and active citizenship. I draw from self-study, Wisdom and Cultural Traditions, transformative education, various forms of imagination and inclusive logics to address otherwise unaddressed research issues, problems and agendas of mathematics education.”

  5. research questions… • How can maths education become relevant to the needs of all people in Nepal (92 languages)? • How can maths education resist the Western hegemony of globalisation (neo colonialism) and build on the diverse cultural capital of Nepalese people? • How was my cultural identity shaped (distorted) historically, especially by my maths education – the standard philosophy of pure maths, a pedagogy of authoritarianism, a curriculum of cultural reproduction? • How can I transform my own professional practice (as a teacher educator) to help produce ‘culturally responsive’ maths teachers, research, curricula and policy ‘glocal’ citizens of Nepal? Subjectivity! Validity? Bias! Reliability? Advocacy! Objectivity?

  6. positivist research paradigm… Ontology - realism Epistemology - objectivity Axiology - value neutrality Methodology - ‘quantitative’ Gold Standard

  7. multiple research paradigms… epistemes emancipation inter|subjectivity reconstruction Positivism Interpretivism Criticalism Postmodernism Integralism methods • ethnography • autobiography • narrative inquiry • self-study • Arts-based logics • & genres • metaphor, poetics, dialectics • fictive imagining • performance texts • imagery • ideology critique • critical reflexivity • envisioning • transformative praxis

  8. creative research design space… quantitative methods interpretive methods ideology critique methods arts-based methods

  9. risks…harming self & others epistemes emancipation inter|subjectivity reconstruction Positivism Interpretivism Criticalism Postmodernism Integralism risks narcissism aestheticism idealism

  10. risks… idealism… narcissism… self indulgence egocentricity revenge self harm self righteousness aestheticism…

  11. risk minimisation strategies… • Grounded in researcher’s professional practice • Member checks • Critical reflexivity & humility • Accountability & respect

  12. Dr Alberto Cupane Head of Physical Sciences UniversitePedagogica, Mozambique One of the major outcomes of my doctoral research was an enhanced consciousness of my Mozambican identity. It is something that can be hardly characterized. My identity includes: my body and the bodies of others my colour and the colour of others my language and the language of others my country and the country of others my relatives and those who I know my relatives and those who I don’t know my soul and the souls of others my spirituality and the spiritualities of others the others are me and I am the others

  13. reference… Taylor, P.C., Settelmaier, E., & Luitel, B.C. (in press/2011). Multi-paradigmatic transformative research as/for teacher education: An integral perspective In K. Tobin, B. J. Fraser, & C. McRobbie (Eds.), International handbook of science education. Netherlands: Springer. www.springerlink.com/

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