Researching for social justice: contextual, conceptual and methodological challenges
Researching for social justice: contextual, conceptual and methodological challenges
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社会正义研究：背景、概念和方法论挑战
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
B. Comber
中科院分区：
文献类型：
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作者：
R. Hattam;M. Brennan;L. Zipin;B. Comber
改革学校教育，使那些通常被学校边缘化和失败的人能够参与和成功，是关注不公正的教育研究人员和活动家的必要任务。然而，这是一项艰巨的任务，长期以来一直有失败的尝试。本文概述了澳大利亚的合作伙伴关系的研究项目，重新设计教学法在北方（RPiN），采取了这样的努力，在公立中学教育的背景下，在目前的时代，是困扰着“危机”的条件和政策的合理性，使其难以追求的正义问题的限制。在该项目内，大学调查人员和教师合作开展行动研究，利用一系列概念资源重新设计课程和教学法，包括：知识基金、本地或地方识字;基于地点的教育;流行文化和校外学习环境的“生产性教学法”和“非正式课程”。为了将这些资源汇集在一起，以阻止不平等的复制，该项目开发了一种建立在布迪厄见解基础上的方法论逻辑。
Reforming schooling to enable engagement and success for those typically marginalised and failed by schools is a necessary task for educational researchers and activists concerned with injustice. However, it is a difficult pursuit, with a long history of failed attempts. This paper outlines the rationale of an Australian partnership research project, Redesigning Pedagogies in the North (RPiN), which took on such an effort in public secondary schooling contexts that, in current times, are beset with ‘crisis’ conditions and constrained by policy rationales that make it difficult to pursue issues of justice. Within the project, university investigators and teachers collaborated in action research that drew on a range of conceptual resources for redesigning curriculum and pedagogies, including: funds of knowledge, vernacular or local literacies; place-based education; the ‘productive pedagogies’ and the ‘unofficial curriculum’ of popular culture and out-of-school learning settings. In bringing these resources together with the aim of interrupting the reproduction of inequality, the project developed a methodo-logic which builds on Bourdieuian insights.