Pseudonyms, an integral part of the social science research, are ubiquitous, thereby garnering minimal published reflection. In practice, researchers may apply pseudonyms with little thought or deep reflection. The purpose of this methodological article is to increase the scholarly discussion to provide transparency in the participant naming process. The authors review the literature, detail their reflexive engagement with pseudonyms, and advance issues of consideration in the areas of power in participant naming and confidentiality. Throughout the article, the authors interrupt the text with apercus or narrative interludes to share personal experiences, pausing the traditional scholarship, thus allowing room for reflexivity.
This paper presents a methodological study with children where two different interview methods were utilized: the walk-around (a form of mobile interview) and the shoulder-to-shoulder. The paper reviews the methodological aspects of the study then provides a brief review of the history of methods employed in research with children. Finally the paper considers issues around conducting research with children in the areas of data generation, interview environment, power, and participant engagement. Throughout the article, narrative interludes, and the author’s personal reflections as parents and researchers are provided space for thought and narrative glimpses into the research experience.
This chapter explores the potential of multilingual resources for use with bilingual preservice teachers (BPSTs) in a translanguaging community of practice. Among these resources were 30 picture books selected for their potential as literatura fronteriza (border crossing literature) that centers people of color. Findings suggest the value of offering BPSTs a translanguaging space for exploring these resources, followed by an opportunity to see the resources used in practice and culminating in reflective interactions. For Maria, the availability of a Spanish-language teaching resource further reinforced her heritage language identity while empowering her teacher discourse. Implications elevate the role of language in culturally and linguistically sustaining practices as well as expanded ways of viewing border crossing literature as connected to social emotional learning and trauma-informed care.
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