Reading Erasures and Making the Familiar Strange

Defamiliarizing Methods for Research in Formerly Colonized and Historically Oppressed Communities

Bibliographic Data

ID9735359
AuthorsJulie Kaomea (0009-0002-0102-8235, University of Hawai‘i, 1776 University Avenue, Honolulu, HI 96822-2463; . Her areas of specialization are indigenous education and decolonizing research methodologies, corresponding author)
Year2003
Volume32
Issue2
Pages14-23
Publication date2003-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x032002014
OpenAlexW2009559129
LanguageEN
Citations received55
References cited31

In this article the author uses an example from a Hawaiian education program in postcolonial Hawai‘i to argue that educational investigations into the colonialist and oppressive tendencies of schooling, in Hawai‘i and elsewhere, should employ defamiliarizing analytic tools borrowed from literary and critical theory to peel back familiar, dominant appearances and expose previously silenced and potentially disturbing accounts of the oppressive conditions in our schools. With the use of these defamiliarizing tools we see that within the context of historically oppressed and traditionally marginalized communities, seemingly benign or progressive instructional efforts can have unanticipated, counterproductive effects. Moreover, we find that even the most well-intentioned teachers and administrators can unwittingly be complicit in the operation and perpetuation of oppressive hegemonic dynamics

Context (archaeology · Critical theory · Epistemology · Hegemony · Media studies · Pedagogy · Political science · Politics · Reading (process · Social science · Sociology · Asian American and Pacific Histories · Critical Race Theory in Education · Gender Studies · History · Law

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