The researcher as cognitive activist and the mutually useful conversation
The researcher as cognitive activist and the mutually useful conversation
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DOI：
10.1177/1757743817714281
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发表时间：
2017-07-01
影响因子：
1.1
通讯作者：
Earl, Cassie
中科院分区：
文献类型：
--
作者：
Earl, Cassie
本文认为，在政治教育研究中，特别是通过社会运动活动的学习，研究所产生的知识将有更大的社会用途，如果研究人员定位为“认知活动家”。这是因为，文章认为，研究人员需要与社会正义变革的社会运动团结一致，以便将学术知识工作与更广泛的社会变革斗争重新联系起来。本文围绕这一研究工作的框架和定位，思考了其含义和思路。然后，它继续详细研究采取这一立场的技术之一-研究访谈的相互有用的对话框架-探索为什么这种想法来了，以及这种访谈的框架是如何在政治上必要的认知行动主义提出。
This autoethnagraphic article argues that in the study of political education, especially learning through social movement activities, the knowledge produced by the research will be of greater social use if researchers position themselves as 'cognitive activists'. This is because, the article argues, the researcher needs to work in solidarity with social movements for socially just change in order to reconnect academic knowledge work to the wider struggles for social change. The article thinks through the implications and ideas around this framing of research work and positionality. It then goes on to examine in detail one of the techniques for taking this position - that of the mutually useful conversation frame of the research interview - exploring why this thinking came about and how this framing of the interview is politically necessary for the cognitive activism proposed.