Changing our minds, changing our bodies: Power as embodied in research relations

Moje, Elizabeth Birr

doi:10.1080/095183900235717

Cited by 51 publications

(36 citation statements)

References 3 publications

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“…These discursive categories, similar to the Bakhtinian concept of authoritative discourse (Bakhtin [1981(Bakhtin [ ] 1991, are imbued with institutionally legitimated authority, to which one is subjected and one's position defined. Moje (2000) in her analysis of her collaborative research relations with her graduate student/teacher adds a more subtle layer to the social power differentials -embodied practices respective to institutional positions. Despite Moje's attempt to level the playing field by offering to co-teach lesson ideas with the teacher and work with students together, she soon realised that her embodied relations with the students were different from those of the teachers as driven by the respective institutional discourse.…”

Section: European Journal Of Teacher Education 157mentioning

confidence: 97%

Participatory research with teachers: toward a pragmatic and dynamic view of equity and parity in research relationships

Lau

Stille

2014

European Journal of Teacher Education

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Participatory research in education provides an opportunity for university-based researchers to collaborate with teachers to develop understandings and to overcome the school-university and research-practice divides. Several studies illuminate the challenges inherent in conducting participatory research within the institutional context of schools, particularly in achieving a truly equitable research relationship. The purpose of this paper is to argue for a more pragmatic and dynamic view of equity and expertise between school-and university-based collaborators. Elaborating examples from a partnership with teachers at the elementary level, this paper illustrates the complex power dynamics that existed between university-and community-based stakeholders. It points to the need to work with and against existing power structures to co-create multiple and shifting positions of expertise that keep the learning communities open and alive for the promotion of transformative educational practices. IntroductionOver the past 15 years, educational research has responded to the growth of cultural and linguistic diversity, inquiring into how diversity is shaping curriculum, teaching and learning in school settings. However, nowhere is this knowledge richer than in the classroom and 'at the chalkface', as teachers respond on a daily basis to the changing needs of their students. Collaborative research with teachers working alongside university researchers in a sustained relationship has gained recognition and popularity in the field of education as it can generate in-depth understanding of the circumstances and conditions in classrooms, and bring to light the practices most critical to teachers' successes and struggles in their effort to support students from diverse cultural and linguistic backgrounds. Focusing in particular on relationships, the purpose of this paper is to articulate the complexities inherent in participatory research processes and challenges in working towards equitable relations between school-and university-based co-researchers. Within institutionalised settings of the school and university, we argue that a pragmatic and dynamic view of equity and expertise can support the development of collaborative research relationships, and the enrichment of both teacher and researcher practices and understandings.

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Section: European Journal Of Teacher Education 157mentioning

confidence: 97%

Participatory research with teachers: toward a pragmatic and dynamic view of equity and parity in research relationships

Lau

Stille

2014

European Journal of Teacher Education

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“…However, research relationships can often distort the intended data (Moje, 2000) and the researcher's belief in the ethical treatment of participants and need to develop a rapport with them may have elicited an unintended collusion between the researcher and the participants. When participants felt respected by the researcher on other capacities, they wanted to reciprocate this respect.…”

Section: Self-respect and Collusionmentioning

confidence: 99%

Full Issue 5(3)

Editors

2016

QRE

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“…Not all research teams experience positive emotional energy and solidarity (see also Moje, 2000). Even long-term collaborators can experience solidarity failure, especially when one member who experiences negative emotional energy does not bring his or her concerns to the attention of the other(s) for resolution.…”

Section: Further Considerationsmentioning

confidence: 99%

“…Self-interrogations of collaborative-research relationships are now emerging in the research literature (Eisenhart & Borko, 1991;Miller, 1992;Clark, Herter, & Moss, 1998;John-Steiner et al, 1998;Roth & McGinn, 1998a;Moje, 2000;Tom & Herbert, 2002;Barker, 2004). Moje, for example, closely examined how her embodied relations with a co-teacher/co-researcher shaped and were shaped in this research relationship.…”

Section: Introductionmentioning

confidence: 99%

Solidarity through collaborative research

Ritchie

Rigano

2007

International Journal of Qualitative Studies in Education

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While numerous publications signal the merits of collaborative research, few studies provide interpretive analyses of collaborative-research practices or collaborative relationships. Through this multiple case study design of collaborative-research teams, we attempt to provide such an analysis by focusing on the collaborativeresearch experiences of seven qualitative researchers from two contrasting research teams in Australia and North America. We highlight how solidarity emerged from successful interactions between interdependent members, and these were both professionally and personally rewarding for individuals and the teams. As well, we identify the opportunities for solidarity afforded to researchers from vertical collaborations (i.e. collaborations involving differential status between team members) that featured evolving and transforming mentoring relationships through the history of the research projects. We propose that solidarity can be stratified within large research teams through sub-units like dyads. Finally, we suggest that collaborating researchers might benefit from reviewing case studies of collaborative relationships, and engaging in mutual interrogation and subsequent individual reflections of their articulated collaborative practices and relationships.

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Changing our minds, changing our bodies: Power as embodied in research relations

Cited by 51 publications

References 3 publications

Participatory research with teachers: toward a pragmatic and dynamic view of equity and parity in research relationships

Participatory research with teachers: toward a pragmatic and dynamic view of equity and parity in research relationships

Full Issue 5(3)

Solidarity through collaborative research

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