ERIC Number: EJ1129677
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Getting inside the Insider Researcher: Does Race-Symmetry Help or Hinder Research?
International Journal of Research & Method in Education, v40 n2 p137-153 2017
This article engages with methodological concerns connected to insider education research and the "race-symmetry" shared between the researcher and teacher participants. To do this, race critical reflexive strategies are utilized to show how and why this practice productively contributed to the knowledge about race making constructed in my study, a research process I describe as getting inside my insiderness. However, these reflexive practices also helped me to develop a deeper awareness of the potential for what I now describe as "White shadows" to infiltrate research of this type. The conceptualization of White shadows is a useful tool to describe research practices that silence or deflect attention away from issues connected to race, and hence, White shadows help expose concerns about the potential for Whiteness to remain protected by research. There are two interconnected aims of this paper. First, to illustrate the sort of race reflexive practices called for, and in doing so, to demonstrate why they are valuable and helpful in (educational) research. Second, I hope to encourage a rethink of the insider-outsider relationship that typifies ethnographic research by shifting attention to explore the inside of insider research.
Descriptors: Educational Researchers, Interpersonal Relationship, Educational Research, Race, Whites, Ethnography, Critical Theory, Foreign Countries
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A