Rethinking Domination and Resistance: Challenging Postmodernism

Schutz, Aaron

doi:10.3102/0013189x033001015

Cited by 43 publications

(25 citation statements)

References 34 publications

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“…and capturing the complex, polymorphous and ambivalent nature of the self, the analysis will focus on how these youths challenge dominant forces as intentional and conscious actors, while simultaneously being (im)positioned by social and political ideologies that condition their lives. This analysis will deepen and substantiate the current theoretical discussions with postmodern insights (Knight Abowitz, 2000;Lather 1991;Pitt, 1998;Schutz, 2004) that have complicated the earlier resistance theory (Fordham & Ogbu, 1986;Giroux, 1983;Willis, 1977).…”

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confidence: 87%

Inventing Memories: Returnees’ Retrospective Narratives of Street Experience

Choi

2005

Urban Rev

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In this paper I focus on the narratives of youths who attended an alternative school after engaging in the street culture. Based on retrospective narrative stories I examine the ways in which returnees' returning decision stimulates reflections on their past experiences, both in mainstream schools as well as in the street, and the way in which the alternative school's particular discourses reshape and rearrange their memories. While paying particular attention to how the youths continuously react to, negotiate and transform social ideologies in which their lives are embroiled, I examine identity construction, illuminating the polymorphous and ambivalent nature of the self.

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confidence: 87%

Inventing Memories: Returnees’ Retrospective Narratives of Street Experience

Choi

2005

Urban Rev

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“…But multiple perspectives on the nature of knowledge and learning are debated without "the relentless focus on the differences" ( Johnson & Onwuegbuzie, 2004, p. 14) that was typical of the paradigm wars of the 1980s. The current published record underscores potential interconnections among cognitive and social, computational and situative notions of learning (e.g., Paavola et al, 2004;Sfard, 1998); it points to the fluidity of boundaries between quantitative-experimental and qualitative-interpretive methods (e.g., Johnson & Onwuegbuzie, 2004;Tashakkori & Teddlie, 2003); and it reminds us that neither postpositivist nor postmodernist world views are monolithical (e.g., Banks, 1998;Burbules, 2004;Fine et al, 2000;Howe, 2004;Knight Abowitz, 2000;Maxwell, 2004;Phillips & Burbules, 2000;Schutz, 2004). In sum, the prevalent disciplinary discourse is conciliatory and seeks to enlarge the space available for constructive dialogue.…”

Section: Epistemological Diversity Is a Good Thingmentioning

confidence: 93%

For What and for Whom Is Our Research? The Ethical as Transformative Lens in Instructed SLA

Ortega¹

2005

The Modern Language Journal

127

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In this article, I argue for adopting an ethical lens that interrogates our ends and purposes when generating research on second language learning and teaching, in light of concerns surrounding questions about the uses and users of our work. Such an ethical lens would help us transform our methodological and epistemological debates and would also strengthen the social and educational worth of the research that is generated by diverse second language acquisition (SLA) communities. I offer 3 normative principles for disciplinary discussion: The value of research is to be judged by its social utility; value-free research is impossible; and epistemological diversity is a good thing. For each principle, I present the thrust of the argument and illustrate it by reference to 1 or more selected problems central to SLA research programs. I end with a broad brush characterization of a field of instructed SLA that is epistemologically diverse and ethically involved in justifying both the methodological rigor and the value commitments of our research programs and our studies. My goal is to open a space for disciplinary dialogue that allows us to engage in the articulation of valued research goals and professional and social responsibilities for the field of instructed SLA.

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“…As such it is readily available to educators and often deployed as they attempt to 'make a difference'. In this context, it is not surprising that it receives considerable attention in educational research (Barrow, 1999;Boler, 1995;Caughlan, 2005;Gore, 1993;Howley & Hartnett, 1992;Levinson, 1995;Schutz, 2004). Such research often highlights the dangers of deploying the technique of pastoral power.…”

Section: Introductionmentioning

confidence: 92%