Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen

Abstract

This author introduces a framework to guide researchers into a process of racial and cultural awareness, consciousness, and positionality as they conduct education research. The premise of the argument is that dangers seen, unseen, and unforeseen can emerge for researchers when they do not pay careful attention to their own and others' racialized and cultural systems of coming to know, knowing, and experiencing the world. Education research is used as an analytic site for discussion throughout this article, but the framework may be transferable to other academic disciplines. After a review of literature on race and culture in education and an outline of central tenets of critical race theory, a nonlinear framework is introduced that focuses on several interrelated qualities: researching the self, researching the self in relation to others, engaged reflection and representation, and shifting from the self to system.

An examination of individual teacher engagement and school climate characteristics that influence highly effective veteran teachers to remain teaching in low-performing schools.

“…Therefore, the approach will be one of seeking knowledge rather than already knowing (Milner, 2007). I negotiated through seen or unseen tensions or conflict in order to present authentic data (Milner, 2007). This study demonstrated that as the researcher, I am "answerable and obligated" (Dillard, 2000, p. 665) to participants to present an impartial report of their perspectives.…”

“…In "Researching the Self" the researcher reflects on his or her perceptions of the research issue in order to present an unbiased report (Milner, 2007). In this study, I…”

“…To minimize the risk of unintended influences, I was honest and open about the objective of this study. I also engaged in frequent self-reflections and communicate with unbiased mentors and advisors about the status of this research (Milner, 2007). In concert with Glesne (2016), the researcher's role is to be a good learner and listener, whose presence is reassuring rather than threatening, exhibiting an air of competence.…”

“…Therefore, the approach will be one of seeking knowledge rather than already knowing (Milner, 2007). I negotiated through seen or unseen tensions or conflict in order to present authentic data (Milner, 2007).…”

“…The aim is to empower the participants by giving them a chance to tell their stories whilst minimizing the voice of the researcher. Milner (2007) proposed examining the qualitative issue using four frames: "Researching the Self," "Researching the Self in Relation to Others," "Engaged Reflection and Representation," and "Shifting from Self to System" (p. 395-397).…”