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dc.contributor.convenorPeter J. Jeffrey
dc.contributor.authorSingh, Parlo
dc.contributor.authorMatthews, Julie
dc.contributor.editorPeter J. Jeffery
dc.date.accessioned2017-05-03T15:12:24Z
dc.date.available2017-05-03T15:12:24Z
dc.date.issued2009
dc.date.modified2010-06-22T06:52:49Z
dc.identifier.refurihttp://www.aare.edu.au/08pap/sin08262.pdf
dc.identifier.urihttp://hdl.handle.net/10072/30849
dc.description.abstractCurrent directions in education and the social sciences have led researchers to focus almost entirely on research outcomes and implications for policy and practice. A focus on the end product of research over data generation interactions and interventions occlude full consideration of knowledge generation processes in the research. In this paper we delineate the pedagogic dynamics of image production in a research project involving refugee young people in Brisbane, Australia. The Narratiing our World (NOW) project drew our attention to the theoretical lacuna and restricted understanding of the opportunities and limits afforded by visual research, and to the need to theorise approaches that to not fetishise images or research outcomes as objective commodities independent of people, contexts and political agendas. In examining the interface of data generation and interpretation beyond that of methodological discussions about objectivity and subjectivity we reflect on our project s an 'activist ethnography' (Luttrell, 2003: 147). Activist ethnography addresses the concepts of remembering, ambivalence and related epistemological tensions, and is informed by postcolonial theory. It acknowledges the changing dynamics of the research encounter in relation to how we see and represent others. From this perspective activist ethnography is not simply about reporting findings ias if they relate directly and simply to a 'real world'. Rather in conceptualising research as an engaged and tentative practice of knowledge making and unmaking, it remains open to articulating possibilities of new imaginings and 'what's never been' (Monk Kidd, 2002: 120-121).
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent102255 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherAustralian Association for Research in Education
dc.publisher.placeDeakin, ACT
dc.publisher.urihttps://www.aare.edu.au/
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencenameAARE 2008: Changing Climates: Education for Sustainable Futures
dc.relation.ispartofconferencetitleAARE 2008 Conference Papers Collection Proceedings
dc.relation.ispartofdatefrom2008-11-30
dc.relation.ispartofdateto2008-12-04
dc.relation.ispartoflocationBrisbane
dc.rights.retentionY
dc.subject.fieldofresearchLOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)
dc.subject.fieldofresearchcode130207
dc.titleVisual Methodology and Ethnographic Un/Knowing
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© The Author(s) 2009. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the authors.
gro.date.issued2009
gro.hasfulltextFull Text
gro.griffith.authorSingh, Parlo


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    Contains papers delivered by Griffith authors at national and international conferences.

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