As educational researchers we work against the backdrop of unremitting educational reform, often marked by ‘symbolic compliance’ (Skrtic, 1991; Skrtic, 2005) and unfunded mandates (McPhillips, Hyland, Kenny & Shevlin, 2017, in press). We need a range of diverse capacities to strengthen our research effectiveness in promoting social transformation—to inform educational policy and practice (Gardner, 2011; Moore, 2012) and improve the lives of children, families and communities, particularly in disenfranchised populations (Hempenstall, 2006; Artiles, Kozleski & Waitoller, 2011; Mccall & Skrtic, 2009). However, in this time of rising populism, researcher credibility is challenged, including among the populations we strive to champion.

Where do we go from here? What kinds of practices can grow our scholarship capacities to promote inclusive education? How can we leverage our international connections to enhance our cultural competencies and agency for change?

To have transformative impact in the current social and education reform contexts, to hear and be heard by those with and for whom we work, we must engage in the complex project of reframing and repositioning our constructions of ourselves and other stakeholders in our research. This aligns with an inclusive vision of purposes and responsibilities for research and researchers (Denzin, Lincoln & Smith, 2008).

This interactive participatory workshop, led by an international team of scholars (from Australia, Europe and the United States), swivels the researcher’s “gaze” 360 degrees to examine habits of thinking and practice we [re]produce and are [re]produced by (hooks, 2014; Arao & Clemens, 2013). Our objectives are three-fold:

• To create a “brave space” (hooks, 1994) in which to enhance collective critical consciousness using reflexive and reframing practices.
• To excavate paradigms, positions and perspectives we adopt and assume to ask “where does power play out here?”
• To critique the affordances and constraints of reflexivity and reframing practices as capacity-building tools against the backdrop (and sometimes against the grain) of educational reform and public discourse.

Workshop structure: An introduction of the topic and process is followed by three consecutive equity-themed sections, each led by members of the team. They will support and participate in group activities focused on:

1. Deconstructing a selection of photographs* and interview transcripts* with a focus on how we position and frame concepts of “inclusion” and “exclusion”.
2. Reframing our current research language practices.
3. Challenging perspectives on dominant discourses.

*from team members’ research with: parents and children in young families, and fairground communities (Australia); suburban adolescents (Denmark); Roma and Travellers (UK and Ireland); migrant farmworkers, incarcerated youth, and First Nation populations (USA); and people with disabilities (across sectors and countries). Re/framing and positioning processes are historically, culturally and socially constructed (Moss & Petre, 2005; Rinaldi, 2006; Sorin, 2005). Lakoff’s (2004) work on reframing suggests ways to ground our diverse perspectives.

The workshop will conclude with a reflective overview of insights gained and challenges arising.

Our intent is that engagement in this workshop will build researcher sensitivity (Bermúdez, Muruthi, & Jordan, 2016) to the value of iteratively and interactively examining our professional selves and work.

Arao, B., & Clemens, K. (2013). From safe spaces to brave spaces. The Art of Effective Facilitation: Reflections from Social Justice Educators. Stylus Publishing, Sterling, VA, 135-150. Artiles, A. J., Kozleski, E. B., & Waitoller, F. R. (2011). Inclusive Education: Examining Equity on Five Continents. Harvard Education Press, 8 Story Street First Floor, Cambridge, MA 02138. Bermúdez, J., Muruthi, B., & Jordan, L. (2016). Decolonizing research methods for family science: Creating space at the centre - decolonizing research practices. Journal of Family Theory & Review, 8(2), 192-206. Denzin, N. K., Lincoln, Y. S., & Smith, L. T. (Eds.). (2008). Handbook of critical and indigenous methodologies. Thousand Oaks, CA: Sage Publications. Gardner, J. (2011). Educational research: What (a) to do about impact! British Educational Research Journal, 37(4), 543-561. Hempenstall, K. (2006). What does evidence‐based practice in education mean? Australian Journal of Learning Difficulties, 11(2), 83-92. hooks, B. (2014). Teaching to transgress. Routledge. hooks, B. (1994). Outlaw culture: Resisting representations. Routledge. Kozleski, E., Artiles, A., & Waitoller, F. (2013). Equity in inclusive education: A cultural historical comparative perspective. The SAGE Handbook of Special Education, Two Volume Set, 1, 231. Lakoff, G. (2004). Don't think of an elephant! Know your values and frame the debate. White River Jucntion, VT: Chelsea Green Publishing. Mccall, Z., & Skrtic, T. (2009). Intersectional needs politics: A policy frame for the wicked problem of disproportionality. Multiple Voices for Ethnically Diverse Exceptional Learners, 11(2), 3-23. McPhillips, T., Hyland, S., Kenny, M., & Shevlin, M. (2017, in press), Disability in the Irish Republic. In J. Patton & M. Wehmeyer (Eds.), The Handbook of International Special Education, United States: Praeger. Moore, T. (2012). Rethinking early childhood intervention services: Implications for policy and practice. Pauline McGregor Memorial Address presented at the 10th biennial national conference of Early Childhood Intervention Australia and the 1st Asia-Pacific early childhood interventional conference, Perth, WA, Australia. Moss, P., & Petre, P. (2005). From children's services to children's spaces: Public policy, children and childhood. New York, NY: RoutledgeFalmer. Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching, and learning. London, UK: RoutledgeFalmer. Skrtic, T. (1991). The special education paradox: Equity as the way to excellence. Harvard educational review, 61(2), 148-207. Skrtic, T. M. (2005). A political economy of learning disabilities. Learning Disability Quarterly, 28(2), 149-155. Sorin, R. (2005). Changing images of childhood - reconceptualising early childhood practice. International Journal of Transitions in Childhood, 1, 12-21.