Session Information
19 SES 07 A, Combining Ethnographic, Narrative and Life-Historical Methods for Analyzing the Construction of Justice/Injustice through Education - Innovative Methodologies in Knowledge Production for Educational Research (Part 2)
Symposium: continued from 19 SES 07 A
Contribution
Critical rhizomatic narrative is designed within the ambition of post-foundational (or post-modern) research methodologies. It is counter-logical to traditional qualitative research approaches that are premised on scientific realism, a genuflection to the scientific method. Distinct categorizations of 'literature review', 'data collection', 'analysis' and 'conclusion' do not apply to this research methodology. It does not foreclose on the research process, promise 'conclusions', curtail lines of exploration that do not fit a set framework, or reduce complexities that often arise out of surprises or unforeseen, ramified experiences and a developing consciousness. It provides opportunities to increase the dimensionality of research, to delve deeply and rhizomatically into rethinking the moment, and in trying to articulate the multiple conversations, consequences and ways of understanding that each such moment might produce. These moments are ones that usually have a visceral or embodied effect, that speak to ethicality, conscience and the exigencies of injustice, pain and human or planetary suffering. As I have applied it, ‘moments of articulation’ have raised concerns about racism, poverty, gender, domestic violence, and ecological injustices, amongst others, that intersect in complex and enmeshed ways to domination and oppression, constructions of disadvantage, threats to democracy and structural injustices within the social domain.
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