The Discourse of 'Voice' and the Problem of Knowledge and Identity in the Sociology of Education

Moore, Rob; Muller, Johan

doi:10.1080/01425699995407

Cited by 158 publications

(77 citation statements)

References 17 publications

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“…Thus, post-monolingual research methodology should not be reduced to an exercise in bringing these HDRs' "voices" into research-driven knowledge production and dissemination. Often, in English-only monolingual practices, international students, Asian immigrants, African refugees and Indigenous people's 'voices' are used as data sources to test existing Anglo-American theories [35]. In other words, what counts as theoretical knowledge is determined by the power of Anglo-American intellectual interests theorizing 'other' voices while marginalizing others' theorizing [36].…”

Section: Current Research Informing Post-monolingual Research Methodomentioning

confidence: 99%

Post-Monolingual Research Methodology: Multilingual Researchers Democratizing Theorizing and Doctoral Education

Singh

2017

Education Sciences

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This paper reports on the ground-breaking research in the study of languages in doctoral education. It argues for democratizing the production and dissemination of original contributions to knowledge through activating and mobilizing multilingual Higher Degree Researchers' (HDRs) capabilities for theorizing through them using their full linguistic repertoire. This paper contributes to this study's development of post-monolingual research methodology which provides a theoretic-pedagogical framework for multilingual HDRs (a) to use their full linguistic repertoire in their research; (b) to develop their capabilities for theorizing and (c) to construct potentially valuable theoretical tools using metaphors, images, concepts and modes of critique. This paper is based on a longitudinal program of collaborative research whereby monolingual Anglophone and multilingual HDRs jointly developed their capabilities for theorizing through producing Anglo-Chinese analytical tools, and the associated pedagogies for using their languages in doctoral research. This longitudinal research program has been undertaken in the field of doctoral education to further a defining feature of democracy, namely linguistic diversity. This research has been conducted with the aims of promoting the multilingualism of Australian universities and activating linguistic communities of scholars to use their full linguistic repertoire in their research. The main finding arising from this program of research has been the development of post-monolingual research methodology which (a) uses the divergences within and between languages to undertake theorizing and (b) in co-existence with the tensions posed by monolingualism, especially the insistence on using extant theories available in only one language. Doctoral pedagogies of intellectual/racial equality provide multilingual HDRs with insights into the debates about the geopolitics governing the use of languages in the production and dissemination of theoretical knowledge and the capabilities for theorizing. Often, from an English-only monolingual mindset, difference and divergence are seen as a recipe for deficits and dissonance. However, this paper challenges such mistaken beliefs by showing that multilingual HDRs can deepen and extend their capabilities for theorizing by using their own linguistic repertoires. Post-monolingual research methodology is to be of enormous benefit to multilingual researchers and scholars engaged in intellectual labor in predominantly English-only monolingual universities.

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Section: Current Research Informing Post-monolingual Research Methodomentioning

confidence: 99%

Post-Monolingual Research Methodology: Multilingual Researchers Democratizing Theorizing and Doctoral Education

Singh

2017

Education Sciences

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“…Trata-se de um aspecto há muito tempo conhecido, embora não central, do pensamento marxista. O que é novo é que, diferentemente do marxismo, que tem uma forte noção, embora extremamente controversa, de conhecimento e verdade fundamentada no materialismo dialético, os pós-modernos rejeitam a própria idéia de uma hierarquia da verdade e do conhecimento na qual poderiam estar fundamentadas as relações profissionais e certos tipos de autoridade profissional (Moore, Muller, 1999;Young, 2000Young, , 2004.…”

Section: Perspectivas Incertas Para Futuros E Identidades Profissionaisunclassified

Investida contra as profissões e reestruturação das identidades acadêmicas e profissionais

Beck

Young

2008

Cad. Pesqui.

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“…Já há algum tempo que os debates tanto na sociologia da educação como na própria educação estão enclausurados numa "configuração-padrão" orientada pela polaridade tradicional/progressivista (Muller, 2001). Mais recentemente o viés "antiteoria" dos progressivistas se fortaleceu graças a um leque de perspectivas pós-modernas e multiculturais que elevam o relativismo a uma posição de princípio e confinam o conhecimento exclusivamente no plano das experiências especializadas conforme identidades e pontos de vista particulares (em outro texto nos referimos a elas como aos "discursos das vozes" [Moore & Muller, 1999]). O conhecimento é reduzido às políticas de identidade e reconhecimento, nas quais as relações de conhecimento são simplesmente representadas como relações de poder entre grupos.…”

Section: Introductionunclassified

O crescimento do conhecimento e a lacuna discursiva

Moore¹,

Muller²

2003

Educ. Soc.

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Este artigo discute a questão do caráter da teoria de Bernstein. Ele baseia-se em um conjunto de conceitos-chave elaborados em alguns de seus artigos mais recentes, embora sugira ser possível discernir as origens dessas idéias em trabalhos muito mais antigos. Na primeira seção discute-se o diagnóstico de Bernstein, que compreende a sociologia da educação como uma estrutura do conhecimento horizontal com uma gramática fraca. Destaca-se um aparente paradoxo: se a sociologia da educação tem essa forma, como podemos explicar a própria teoria de Bernstein? O resto do texto emprega os próprios trabalhos de Bernstein como uma maneira de explorar as condições para o crescimento do conhecimento em sociologia como uma estrutura do conhecimento vertical com uma gramática forte.

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The Discourse of 'Voice' and the Problem of Knowledge and Identity in the Sociology of Education

Cited by 158 publications

References 17 publications

Post-Monolingual Research Methodology: Multilingual Researchers Democratizing Theorizing and Doctoral Education

Post-Monolingual Research Methodology: Multilingual Researchers Democratizing Theorizing and Doctoral Education

Investida contra as profissões e reestruturação das identidades acadêmicas e profissionais

O crescimento do conhecimento e a lacuna discursiva

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