Collaborative narrative inquiry: Fidelity and the ethics of caring in teacher research

Schulz, Renate A.; Schroeder, Debra S.; Brody, Celeste M.

doi:10.1080/095183997237052

Cited by 35 publications

(23 citation statements)

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“…Such criticism often stems from teachers' perceptions of university faculty as having the luxury to promote theory without the added responsibility of implementing it in practice. Teachers' positive responses to initiatives such as Celeste Brody' s (Schulz et al, 1997) suggest that teachers are more likely to respond positively to the work of university researchers when researchers are clearly willing to at least aae rm and at best experience the challenges of daily classroom instruction.…”

Section: Negotiating Entry To the Research Sitementioning

confidence: 94%

“…A relational approach, while not excluding the principles of utilitarian and deontological stances, distinguishes itself in that moral decisions are also informed by the aå ections and mutuality of care that develop between a researcher and the participants in a speci® c social context (Noddings, 1984;Schulz, Schroeder, & Brody, 1997;Ulichny & Schoener, 1996). Ethical considerations extend beyond the avoidance of doing wrong or the marketplace metaphor of reciprocity as``exchange of goods.'…”

Section: Theoretical Considerationsmentioning

confidence: 98%

“…In each case, the``sense of collaborative labor' ' (Flinders, 1992, p. 53) was also extended to actual physical contributions to the labor associated with a particular research context. Celeste Brody (Schulz, Schroeder, & Brody, 1997), a university researcher, and Marilyn Day, a sixth-grade teacher, agreed that their``primary goal was to improve student learning and the life of [their] classroom' ' (p. 480). In addition, to be true to Brody' s developing relationship of respect for Marilyn Day, Brody realized that``the best way to understand the moment-to-momen t demands on a teacher was to become a co-teacher' ' (p. 480), leading Brody to dispose herself according to Marilyn' s professional judgment in relation to classroom demands.…”

Section: Theoretical Considerationsmentioning

confidence: 98%

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Rethinking reciprocity: Collaboration in labor as a path toward equalizing power in classroom research

Zigo¹

2001

International Journal of Qualitative Studies in Education

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Researchers engaged in qualitative inquiry are becoming increasingly re¯ective about the ethical considerations inherent within their research questions, interpretive processes, and relationships with participants. This article describes a researcher' s process of negotiating reciprocity with two teachers by collaborating with them in teaching urban special education classes. The author explains how this``collaboration in labor' ' grew from a feminist ethic of care and sense of responsibility toward the immediate needs of participants. Such a collaborative approach helped narrow the power gaps that can emerge between researcher and participants. In addition, the author felt that it contributed to establishing trust between the participants and the researcher, to greater mutuality in the interpretation of ® ndings, and toward increased student academic achievement in the classes studied.

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Section: Negotiating Entry To the Research Sitementioning

confidence: 94%

Section: Theoretical Considerationsmentioning

confidence: 98%

Section: Theoretical Considerationsmentioning

confidence: 98%

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Rethinking reciprocity: Collaboration in labor as a path toward equalizing power in classroom research

Zigo¹

2001

International Journal of Qualitative Studies in Education

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“…The studies utilised collaborative narrative research methodologies (Bishop, 1996;Clandinin, 2007;Schulz, Schroeder, & Brody, 1997), informed by kaupapa Māori research methodologies (Bishop, 2005(Bishop, , 2008Smith, 1999Smith, , 2005. In each study we worked with teachers from a range of early childhood centres from across the country, beginning with an initial hui (gathering) to outline and discuss the research questions, ethics, and methodologies.…”

Section: Tikanga-a-wairua -Spiritual Interconnectednessmentioning

confidence: 99%

Ahakoa he iti:Early Childhood Pedagogies Affirming of Māori Children's Rights to Their Culture

Rau¹,

Ritchie²

2011

Early Education & Development

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This paper considers the position of tamariki Māori, the indigenous children of Aotearoa (a Māori name for New Zealand), in relation to the impact of colonization on their rights, including a focus on the United Nations Declaration on the Rights of Indigenous Peoples, and the current educational policy arena. It then provides an explication of a Māori perspective of tika and tikanga, Māori rights as enacted through a Māori worldview. We then proceed to offer some illustrations from our recent research projects in this country of ways that teachers are engaging with tamariki and whānau Māori (Māori children and families) in endeavours which give expression to pedagogical enactment respectful and reflective of tikanga Māori (values and cultural practices). It is concluded that there are possibilities for early childhood pedagogies which enable a re-narrativizing of Māori ways of being, knowing and doing, in affirmation of children's rights to identity possibilities sourced in their own tikanga (knowledges and practices which are culturally right).2

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“…[2] Using narrative and kaupapa Māori methodologies (Connelly & Clandinin, 1990;Bishop, 1996;Schulz et al, 1997;Bishop & Glynn, 1999;Smith, 1999;, we aimed to articulate some ways that early childhood educators were encouraging the participation of whānau Māori ('Māori families') within early childhood education settings, as well as to identify strategies by which these educators were implementing their understandings of commitments derived from Te Tiriti o Waitangi and expressed in the bicultural early childhood curriculum, Te Whāriki, through the delivery of Tiritibased programmes.…”

Section: Previous Researchmentioning

confidence: 99%

Honouring Māori Subjectivities within Early Childhood Education in Aotearoa

Ritchie

2008

Contemporary Issues in Early Childhood

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For the past decade educators working within early childhood services in Aotearoa have been challenged to deliver a curriculum that requires inclusive representation of Māori, the indigenous people, their language and culture. This article reflects on some responses to the challenge of this 'bicultural' curriculum, drawing upon research which has sought to identify some pathways which are enabling and honouring of this indigenous representation.

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Collaborative narrative inquiry: Fidelity and the ethics of caring in teacher research

Cited by 35 publications

References 0 publications

Rethinking reciprocity: Collaboration in labor as a path toward equalizing power in classroom research

Rethinking reciprocity: Collaboration in labor as a path toward equalizing power in classroom research

Ahakoa he iti:Early Childhood Pedagogies Affirming of Māori Children's Rights to Their Culture

Honouring Māori Subjectivities within Early Childhood Education in Aotearoa

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