Educational Research for Social Justice: Getting off the Fence

By Morwenna Griffiths | Go to book overview

Index
achievement, 39
ethnic minority pupils, 15–17
action-oriented research, 67–8
action research, 20–1, 112
bias and, 133–4
empowerment, 119, 120–1, 122
agency, 36–7, 42, 51–2
justice, power and empowerment, 119–22
Alfrey, M., 40
Altheide, D.L., 134, 141
anti-racism, 17–18
power, 60–3
Aristotle, 88–9, 89
Asian Muslim pupils, 132, 138
Asian women/girls, 17–18, 41–2
Askew, S., 40
audience, 7–9
Augustine, 49, 50
authority, obedience to, 38
autobiography, 143
Back, L., 143
Bacon, E, 56, 72
Ball, S., 9, 26, 40, 117, 133
disclosure in research, 41
empowerment and voice, 122, 125
organization of schools, 19–20, 68
policy research, 144, 145
Bauman, Z., 78
Bell,C, 113
Bell, D., 75
Benhabib, S., 119
betrayal, 41
Bhatti, G., 135
Bhavani, K.K., 125
bias, 129–34, 137
opinions and, 46–7, 129–30
related to researcher's values and politics, 133–4
within a specific research process, 130–3
in the wider context of educational research, 134
black students, 121, 127–8, 138
black teachers, 112
Blackstone, T., 11
Brine, J., 145
British Educational Research Association (BERA), 69–70, 134
Broadfoot, P., 69
Brown, S., 70
Bryman, A., 69
Burgess, R., 69
Carr, W., 67
Carrington, B., 3
categories of research for social justice, 26–7, 92
cells, intersecting, 115
Clandinin, D.J., 109
class, social, 5–6, 10–11
classroom management, 39
Coard, B., 11
Cockburn, C, 25, 87
collaboration, 96, 110–16, 127
defining, 112–13
ethical dilemmas, 136–7
limits of, 116
models of practice, 113–16
power and, 114–16, 123
reasons for, 111–12

-159-

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Educational Research for Social Justice: Getting off the Fence
Table of contents

Table of contents

  • Doing Qualitative Research in Educational Settings ii
  • Title Page iii
  • Contents v
  • Series Editor's Preface vii
  • Acknowledgements xii
  • Part I: Introduction and Context 1
  • 1: Taking Sides, Getting Change 3
  • 2: Research for Social Justice? Some Examples 15
  • Part II: Theoretical Frameworks for Practical Purposes 29
  • Introduction to Part II 31
  • 3: Truths and Methods 33
  • 4: Facts and Values 44
  • 5: Living with Uncertainty in Educational Research 65
  • 6: Educational Research for Social Justice 85
  • Part III: Practical Possibilities 99
  • Introduction to Part III 101
  • 7: Getting Started 105
  • 8: Getting Justice 117
  • 9: Better Knowledge 129
  • 10: Educational Research at Large 141
  • Appendix: Fair Schools 148
  • References 149
  • Index 159
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