“Aggravated, everyday aggravated—everyday”
SenseMaking to truth tell, talkback and find belonging in educational research
Bibliographic Data
| ID | 22164651 |
|---|---|
| Authors | E Clark (0000-0003-2272-8943, The Graduate Center, CUNY, corresponding author), Emily B Clark |
| Year | 2023 |
| Volume | 8 |
| Publication date | 2023-11-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2023.1175457 |
| OpenAlex | W4388303410 |
| Language | EN |
| References cited | 9 |
This article explores an analytical, reflexive, epistemological, and liberatory research approach I call senseMaking. This article draws upon data from a larger narrative study of participants who work(ed) and/or learn(ed) in self-contained special educational environments in New York City. I use creative writing and quilting as examples of senseMaking tools to complicate and question the deficit-laden narratives and research that currently inform decision making about special education and traditional methods of educational research
Art · Educational research · Engineering ethics · Epistemology · Everyday life · Knowledge management · Literature · Narrative · Pedagogy · Quilting · Reflexivity · Sensemaking · Social science · Sociology · Visual arts · Computer Science · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Engineering · Teacher Education and Leadership Studies
| Highly cited | No |
|---|