Ex(er)cising Student Voice in Pedagogy for Decolonizing: Exploring Complexities Through Duoethnography

Madden, Brooke; McGregor, Heather E.

doi:10.1080/10714413.2013.842866

Cited by 27 publications

(13 citation statements)

References 33 publications

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“…As with others (e.g., Madden & McGregor, 2013;Rhee & Subreenduth, 2006), I employ the term de/colonizing as a post-colonial inflection to decolonizing theories and practices to consider the ways in which decolonizing and colonizing discourses cannot be wholly framed in opposition, particularly within spaces like educational institutions (see Higgins & Madden, 2017, 2019 or in fields such as science education (see Higgins & Kim, 2019;Higgins, Mahy, Agasaleh, & Enderle, 2019;Higgins & Tolbert, 2018). As a result, "the process and acts of de/colonizing are not only always an antithesis of colonialism … but rather a convoluted, complex and paradoxical one" (Subreenduth, 2006, p. 619).…”

Section: On Unsettling Science Education: Decolonizing and Deconstrucsupporting

confidence: 79%

Unsettling Metaphysics in Science Education

Higgins

2020

Unsettling Responsibility in Science Education

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The purpose of this chapter is to introduce the relation between Western modern science and Indigenous ways-of-knowing-in-being as it manifests within spaces of science education: as simultaneously co-constitutive and othering. In turn, unsettling science education is presented as a double(d) approach to address the ways in which settler colonial logics linger and lurk within sedimented and stratified knowledge-practices. As a more nascent approach to the question of Indigenous science within science education, this is expanded upon by drawing from decolonizing and post-colonial approaches. Further, drawing across the two, deconstruction is highlighted as a (meta-)methodological approach to bear witness to the ways in which settler coloniality often manifests as absent presences and to (re)open the space of response within science education towards Indigenous ways-of-knowing-in-being.

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Section: On Unsettling Science Education: Decolonizing and Deconstrucsupporting

confidence: 79%

Unsettling Metaphysics in Science Education

Higgins

2020

Unsettling Responsibility in Science Education

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“…Duoethnography is a qualitative research methodology that was created by Joe Norris andRichard Sawyer in 2003 (Norris &Sawyer, 2012). In subsequent years duoethnography has been increasingly used across social science research (Grant & Radcliffe, 2015;Madden & McGregor, 2013;Norris & Sawyer, 2012). Duoethnography possesses significant connections to other approaches to research which employ dialogical and collaborative methods, particularly those that have emerged from feminist and queer scholars 3 .…”

Section: The Duoethnographic Methodsmentioning

confidence: 99%

Varied starting points and pathways

Burford¹,

Mitchell²

2019

RERM

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This article argues that the language of ‘diversity’ does multidirectional work – highlighting issues of social justice, as well as obscuring the varied experiences of those gathered underneath its umbrella (Ahmed, 2012). It builds on existing debates about widening participation in higher education, arguing that nuanced accounts of ‘diversity’ and doctoral aspiration are required. We present a duoethnographic text about two doctoral students’ pathways to study. While both students may be positioned as ‘diverse’ within their institution’s equity policy – as a sexuality minority student, and a working-class woman of Māori and European heritage – they reveal dissimilar expectations of what university study was, or could be. These histories of imagining the university shaped their trajectories into and through doctoral study. Drawing on Appadurai’s (2004) work, we argue that aspiration can be a transformative force for ‘diverse’ doctoral students, even if the map that informs aspiration is unevenly distributed. We then investigate why the idea of the ‘academic good life’ might have such aspirational pull for politically-engaged practitioners of minority discourse (Chuh, 2013). The article makes two primary contributions. First, we call for more multifaceted understandings of doctoral ‘diversity’, and for further reflection about the ways that social difference continues to shape academic aspiration. And second, we demonstrate the potential for duothenography to provide insights into the experiences of ourselves and an-Other through a shared examination of university imaginings.

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“…Along with a colleague (Madden & McGregor, 2013b), I explore some of the limits of pedagogy for decolonizing by drawing on a shared experience of participating in a doctoral seminar. We argue that while pedagogy for decolonizing enables, its guiding constraints also result in additional pedagogical productions that are often under-theorized.…”

Section: Pedagogy For Decolonizingmentioning

confidence: 99%