Researching for social justice: Contextual, conceptual and methodological challenges

Hattam, R., Brennan, M., Zipin, L., & Comber, B. (2009) Researching for social justice: Contextual, conceptual and methodological challenges. Discourse, 30(3), pp. 303-316.

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Reforming schooling to enable engagement and success for those typically marginalised and failed by schools is a necessary task for educational researchers and activists concerned with injustice. However, it is a difficult pursuit, with a long history of failed attempts. This paper outlines the rationale of an Australian partnership research project, Redesigning Pedagogies in the North (RPiN), which took on such an effort in public secondary schooling contexts that, in current times, are beset with 'crisis' conditions and constrained by policy rationales that make it difficult to pursue issues of justice. Within the project, university investigators and teachers collaborated in action research that drew on a range of conceptual resources for redesigning curriculum and pedagogies, including: funds of knowledge, vernacular or local literacies; place-based education; the 'productive pedagogies' and the 'unofficial curriculum' of popular culture and out-of-school learning settings. In bringing these resources together with the aim of interrupting the reproduction of inequality, the project developed a methodo-logic which builds on Bourdieuian insights.

Impact and interest:

21 citations in Scopus
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24 citations in Web of Science®

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ID Code: 41708
Item Type: Journal Article
Refereed: Yes
Keywords: Educational disadvantage, Funds of knowledge, Pedagogical innovation, Professional learning community, Research methodology
DOI: 10.1080/01596300903037010
ISSN: 0159-6306
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Taylor & Francis
Deposited On: 17 May 2011 05:04
Last Modified: 29 Feb 2012 14:19

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