The researcher as cognitive activist and the mutually useful conversation

Datos Bibliográficos

ID12928607
AutoresCassie Earl (autor de correspondencia)
Año2017
Volumen9
Número2
Páginas129-144
Fecha de publicación2017-06-23
Open AccessSí
TipoARTICLE
RevistaPower and Education (JOURNAL)
Identificadores de la revistaISSN: 1757-7438 • E-ISSN: 1757-7438
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/1757743817714281
OpenAlexW2622915457
IdiomaEN
Citas recibidas4
Referencias citadas11

This autoethnagraphic article argues that in the study of political education, especially learning through social movement activities, the knowledge produced by the research will be of greater social use if researchers position themselves as ‘cognitive activists’. This is because, the article argues, the researcher needs to work in solidarity with social movements for socially just change in order to reconnect academic knowledge work to the wider struggles for social change. The article thinks through the implications and ideas around this framing of research work and positionality. It then goes on to examine in detail one of the techniques for taking this position – that of the mutually useful conversation frame of the research interview – exploring why this thinking came about and how this framing of the interview is politically necessary for the cognitive activism proposed

Cognition · Conversation · Epistemology · Framing (construction · Media studies · Political science · Politics · Social movement · Social science · Sociology · Solidarity · Educator Training and Historical Pedagogy · Global Educational Policies and Reforms · Innovative Teaching Methodologies in Social Sciences · Psychology · Social Psychology

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