Narrative Poetics and Performative Interventions

Madison, D. Soyini

doi:10.4135/9781483385686.n19

Cited by 25 publications

(19 citation statements)

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“…Rather, I champion the potential for, and recognition of, a research methodology where content is framed in context; and where discourse, linguistics, and critical theory allow for conceptual, analytic, nuanced, and stylized performative possibility. And equally important, I call on the humanities and social sciences to reject the "concomitant fascination" (Madison, 2008) Currently what we, in the Academy, lack and NEED to get back Or at least GET-on-Top-of-dat!…”

Section: The Written and Spoken Word As A Critical Methods Of Inquirymentioning

confidence: 96%

Scholarship Revolution

William-White

2011

Qualitative Inquiry

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Spoken Word, presented here, is an embodiment of critical theory, where discourse centered on the intersections of race, class, identity, lived experiences, and critical consciousness are named, analyzed, and interpreted in critical performance narratives. Merging the social sciences and the humanities-blending narrative, radical performance text, and popular culture, the power of Spoken Word moves qualitative research methodologies forward to include the voices of a new generation of scholars. In reflecting the author's "spoken soul," this piece pushes the boundaries for envisioning the possibilities of storytelling as research, while also expanding the foci of ethnopoetics interpretative potential. In addition, this piece, in form and content, illustrates the possibility of Spoken Word as a radical, "literocratic" research practice for 21st-century scholars-those who wish to demarginalize local and cultural epistemologies.

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Section: The Written and Spoken Word As A Critical Methods Of Inquirymentioning

confidence: 96%

Scholarship Revolution

William-White

2011

Qualitative Inquiry

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“…(Madison, 2008) Using this approach, Kylie involved herself in community life and sought historical knowledge alongside evidence of community, media, political and government engagement in the child protection issues of Halls Creek. Maximising Aboriginal involvement in designing and conducting this research was paramount.…”

Section: The Ethnographic Case Studymentioning

confidence: 99%

The Halls Creek Way of Residential Child Care: Protecting Children is Everyone's Business

Hodgkins¹,

Crawford²,

Budiselik³

2013

Children Australia

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This paper describes the collaboration between an Aboriginal community and Western Australia's (WA) Department for Child Protection (DCP) in designing and operating a residential child care facility in a predominantly Aboriginal community. Research literature has established that the effective operation of child protection systems in remote Aboriginal communities requires practitioners and policy-makers to have awareness of local and extra-local cultural, historical and contemporary social factors in nurturing children. This ethnographic case study describes how a newspaper campaign heightened public and professional awareness of child abuse in the town of Halls Creek, in WA's Kimberley region. With its largely Aboriginal population, Halls Creek lacked the infrastructure to accommodate an inflow of regional people. Homelessness, neglect and poverty were widespread. Within a broader government and local response, DCP joined with community leaders to plan out of home care for children. Detailed are the importance and complexities of negotiating between universal standardised models of care and local input. Strategies for building positive relationships with children's family while strengthening both parenting capacity and community acceptance, and use of the facility are identified. Key to success was the development of a collaborative 'third-space' for threading together local and professional child protection knowledge.

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“…The research question for this inquiry -How do teachers of color who persist in K-12 classrooms perceive and navigate racism? -was constructed with the understanding that participants will speak their own interpretations and meanings as they construct narratives of their lived and living experiences with racism (Caine et al, 2013;Cannella & Lincoln, 2013;Clandinin, 2006;Madison, 2008). The researcher listened to the speaker and asked probing or clarifying questions extracting interpretation and meaning in a collaborative exchange.…”

Section: Discussionmentioning

confidence: 99%

“…Although specific strategies for data analysis were not pre-determined, critical race theory provided the leading theoretical lens focusing data analysis. Additionally, Madison (2008) describes some points regarding critical methodologies that were used to guide data analysis:…”

Section: Discussionmentioning

confidence: 99%

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Underrepresentation of teachers of color in K-12 classrooms : perceiving and navigating racism

Davis-Vanloo¹

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Teachers of color are persistently underrepresented in K-12 classrooms, relative to student populations. While nearly 50 percent of the national student population consists of students of color, 82 percent of the K-12 teacher workforce is White. This disparity persists despite public and private sponsored efforts at recruiting and retaining teachers of color. Achieving and maintaining a diverse pool of classroom teachers can benefit all students, especially students of color. Data indicate that access to teachers of color improves academic outcomes for students of color. Additionally, a diverse teacher workforce may benefit all students and support movement for educational equity. Racism is an aspect of education that is often absent or minimized in discussions, policies and practices addressing the persistent underrepresentation of teachers of color. This narrative study uses a critical race theory framework, and critical and indigenous methodologies to explore how teachers of color who persist in classroom teaching beyond ten years perceive and navigate racism. The narratives of seven diverse participants yielded individual experiences and overarching themes under two categories of (1) perceptions of racism and (2) strategies for navigating racism. The findings contribute to understanding the lived racialized experiences of teachers of color that may impact recruitment and retention. This study concludes with implications for practice in addressing the underrepresentation of teachers of color in K-12 classrooms, and suggestions for further research. 4 Dedication This doctoral thesis is dedicated to my mother Dorothy Louise Chalk Davis. She did not live to see me make this journey. However, I felt her unlimited love, support, encouragement, and joy in my accomplishment as I completed this project. It is also dedicated to my Great Aunt Annie Mae Lewis who, at 99 years of age, is a model of an independent thinking Black woman. She has been one of my greatest cheerleaders.

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Narrative Poetics and Performative Interventions

Cited by 25 publications

References 0 publications

Scholarship Revolution

Scholarship Revolution

The Halls Creek Way of Residential Child Care: Protecting Children is Everyone's Business

Underrepresentation of teachers of color in K-12 classrooms : perceiving and navigating racism

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