Returning Education Research to Teachers: Education Research As Advocacy (original) (raw)
Networks: An Online Journal for Teacher Research
This article represents the collaborative efforts of three teachers. Each of us is currently enrolled in a doctoral program at a Research I university, struggling with the pressures and stresses of balancing newfound researcher voices with our teacher voices. Although this is collaborative, it is written in the first person as our voices mingle a reflection of our experience. We hope other teachers will find our ideas compelling, resonant with their own, and feel moved to action in the style we suggest. Education research should be the domain of teachers and this is a call for teachers to take back the endeavor. The field of educational research was largely homogenous in terms of its methods, epistemology, and values until the mid 1980's (Zeichner, 1999). Since then, the field has witnessed an incredible proliferation of methods and voices. This diversity has led to much innovation, provided needed breadth and depth of insight into educational phenomena, and illuminated areas and issues previously unexplored. Educational research today is a unique mix of genres and values. This diversity should be viewed as a strength of the field, as multiple voices speak to similar issues. It has truly become Shulman's "Great Conversation" (1986).
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