Naming, framing and sometimes shaming: reimagining relationships with education research participants

Cook, Janet and Danaher, Mike and Danaher, Geoff and Danaher, Patrick Alan (2013) Naming, framing and sometimes shaming: reimagining relationships with education research participants. In: The role of participants in education research: ethics, epistemologies, and methods. Routledge Research in Education Series (87). Taylor & Francis (Routledge), Abingdon, Oxon. United Kingdom, pp. 140-154. ISBN 978-0-415-63628-5

Abstract

A key element of the project of reimagining participants in education research in hopefully more productive, respectful and transformative styles is recognising and making explicit the diverse means by which such participants are named, framed and sometimes shamed in research projects. This proposition derives from the argument, which is elaborated in this chapter, that researchers' naming practices about the participants in their studies are inevitably ideological and political, and reflect underlying sociocultural attitudes that frame and position those participants in particular ways. Furthermore, that framing and positioning sometimes entail a process of shaming specific groups of participants, whether explicitly or implicitly, but with a definitely deleterious impact.
The chapter explores the naming, framing and sometimes shaming of education research participants by presenting qualitative and quantitative data about three groups of learners: students identified as having disabilities; pre-undergraduate preparatory students (Willans, Harreveld, & Danaher, 2003); and students whose parents' ethnicity and/or occupational status require them to be mobile (Danaher, Moriarty, & Danaher, 2009). Despite the diversity manifested by the three groups, they share experiences of being positioned by the formal education system as different and even deviant, and consequently of being marginalized by that system.
The chapter also identifies strategies that education researchers can deploy to ensure that their naming practices in relation to research participants are based on principles of respect and reciprocity, and that the framing that informs research is made explicit and interrogated for its potential impact, including the need to avoid shaming participants by essentialising their difference. These strategies have been used by the authors and other researchers in the three fields canvassed here. At the same time, the sociocultural forces that foster naming, framing and sometimes shaming are ever-present, and need to be guarded against if relationships with education research participants are to be reimagined on a deeper and longer-term basis.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 2013 Taylor & Francis. Permanent restricted access to published version due to publisher copyright policy.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 11 Mar 2013 03:03
Last Modified: 26 Apr 2017 04:20
Uncontrolled Keywords: Australia; education research; learners with disabilities; mobile learners; naming practices; TAFE students
Fields of Research : 13 Education > 1301 Education Systems > 130108 Technical, Further and Workplace Education
13 Education > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified
13 Education > 1303 Specialist Studies in Education > 130312 Special Education and Disability
Socio-Economic Objective: C Society > 93 Education and Training > 9301 Learner and Learning > 930101 Learner and Learning Achievement
C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes
Identification Number or DOI: 10.4324/9780203078389
URI: http://eprints.usq.edu.au/id/eprint/23019

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