Replacing Representation With Imagination: Finding Ingenuity in Everyday Practices
This chapter is a call for consequential education research that has transformative potential: intellectually, educationally, and socially. It is about learning to see differently. It is an argument about seeing our work with youth and communities in ways that can help education researchers see inge...
Gespeichert in:
| Veröffentlicht in: | Review of research in education 2017-03, Vol.41 (1), p.30-60 |
|---|---|
| Hauptverfasser: | , , , , , , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 60 |
|---|---|
| container_issue | 1 |
| container_start_page | 30 |
| container_title | Review of research in education |
| container_volume | 41 |
| creator | Gutiérrez, Kris D. Cortes, Krista Cortez, Arturo DiGiacomo, Daniela Higgs, Jennifer Johnson, Patrick Lizárraga, José Ramón Mendoza, Elizabeth Tien, Joanne Vakil, Sepehr |
| description | This chapter is a call for consequential education research that has transformative potential: intellectually, educationally, and socially. It is about learning to see differently. It is an argument about seeing our work with youth and communities in ways that can help education researchers see ingenuity instead of ineptness and inability, to see resilience instead of deficit, and to imagine futures with youth from nondominant communities instead of imposing failure. We use the notion of "learning to see" both metaphorically and as a theoretical lens and methodological guide to illustrate how rigorous and consequential education research can help us imagine and design new forms of learning and schooling. We argue that rupturing educational inequality also involves new forms of inquiry that help reconceptualize what it means to work with nondominant communities. |
| doi_str_mv | 10.3102/0091732X16687523 |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_cross</sourceid><recordid>TN_cdi_crossref_primary_10_3102_0091732X16687523</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1145996</ericid><jstor_id>44668686</jstor_id><sage_id>10.3102_0091732X16687523</sage_id><sourcerecordid>44668686</sourcerecordid><originalsourceid>FETCH-LOGICAL-c3293-7a8d500205da6f7098e1993d0d8217a008a78fdc94b11476f2c1c1e1ce2d63423</originalsourceid><addsrcrecordid>eNqNUMFKAzEQDaJgrd69CPmB1Uyyu0m8SWm1UlCKorclJtk1pc2WZCvs35u10oMnmcMM8968mXkIXQK5ZkDoDSESOKPvUJaCF5QdoRFIVmRAmDhGowHOBvwUncW4IoRKYGKElku7XSvtfINTFWy0vlOdaz1-c90nnm9U4_xP4xbPnDcDce4b63eu67HzePplQ29Uj5-D0p3TNp6jk1qto734zWP0Opu-TB6yxdP9fHK3yDSjkmVcCVOkO0hhVFlzIoUFKZkhRlDgihChuKiNlvkHQM7LmmrQYEFbakqWUzZGZK-rQxtjsHW1DW6jQl8BqQZPqr-epJGr_YgNTh_o08e0oJCyTHi2x6NqbLVqd8GnD_6ht4pdGw6CeZ4IKdg3jHB0LA</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Replacing Representation With Imagination: Finding Ingenuity in Everyday Practices</title><source>SAGE Publications</source><source>JSTOR Complete Journals</source><creator>Gutiérrez, Kris D. ; Cortes, Krista ; Cortez, Arturo ; DiGiacomo, Daniela ; Higgs, Jennifer ; Johnson, Patrick ; Lizárraga, José Ramón ; Mendoza, Elizabeth ; Tien, Joanne ; Vakil, Sepehr</creator><creatorcontrib>Gutiérrez, Kris D. ; Cortes, Krista ; Cortez, Arturo ; DiGiacomo, Daniela ; Higgs, Jennifer ; Johnson, Patrick ; Lizárraga, José Ramón ; Mendoza, Elizabeth ; Tien, Joanne ; Vakil, Sepehr</creatorcontrib><description>This chapter is a call for consequential education research that has transformative potential: intellectually, educationally, and socially. It is about learning to see differently. It is an argument about seeing our work with youth and communities in ways that can help education researchers see ingenuity instead of ineptness and inability, to see resilience instead of deficit, and to imagine futures with youth from nondominant communities instead of imposing failure. We use the notion of "learning to see" both metaphorically and as a theoretical lens and methodological guide to illustrate how rigorous and consequential education research can help us imagine and design new forms of learning and schooling. We argue that rupturing educational inequality also involves new forms of inquiry that help reconceptualize what it means to work with nondominant communities.</description><identifier>ISSN: 0091-732X</identifier><identifier>EISSN: 1935-1038</identifier><identifier>DOI: 10.3102/0091732X16687523</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Disadvantaged ; Disproportionate Representation ; Ecology ; Educational Change ; Educational Practices ; Educational Research ; Educational Theories ; Epistemology ; Equal Education ; Ethnography ; Experiments ; Gifted ; Holistic Approach ; Imagination ; Inquiry ; Interdisciplinary Approach ; Learning Theories ; Minority Groups ; Research Design ; Research Methodology ; Research Problems ; Role of Education ; Social Science Research ; Transformative Learning</subject><ispartof>Review of research in education, 2017-03, Vol.41 (1), p.30-60</ispartof><rights>Copyright © 2017 American Educational Research Association</rights><rights>2017 AERA</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3293-7a8d500205da6f7098e1993d0d8217a008a78fdc94b11476f2c1c1e1ce2d63423</citedby><cites>FETCH-LOGICAL-c3293-7a8d500205da6f7098e1993d0d8217a008a78fdc94b11476f2c1c1e1ce2d63423</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/44668686$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/44668686$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,21798,27901,27902,43597,43598,57992,58225</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1145996$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Gutiérrez, Kris D.</creatorcontrib><creatorcontrib>Cortes, Krista</creatorcontrib><creatorcontrib>Cortez, Arturo</creatorcontrib><creatorcontrib>DiGiacomo, Daniela</creatorcontrib><creatorcontrib>Higgs, Jennifer</creatorcontrib><creatorcontrib>Johnson, Patrick</creatorcontrib><creatorcontrib>Lizárraga, José Ramón</creatorcontrib><creatorcontrib>Mendoza, Elizabeth</creatorcontrib><creatorcontrib>Tien, Joanne</creatorcontrib><creatorcontrib>Vakil, Sepehr</creatorcontrib><title>Replacing Representation With Imagination: Finding Ingenuity in Everyday Practices</title><title>Review of research in education</title><description>This chapter is a call for consequential education research that has transformative potential: intellectually, educationally, and socially. It is about learning to see differently. It is an argument about seeing our work with youth and communities in ways that can help education researchers see ingenuity instead of ineptness and inability, to see resilience instead of deficit, and to imagine futures with youth from nondominant communities instead of imposing failure. We use the notion of "learning to see" both metaphorically and as a theoretical lens and methodological guide to illustrate how rigorous and consequential education research can help us imagine and design new forms of learning and schooling. We argue that rupturing educational inequality also involves new forms of inquiry that help reconceptualize what it means to work with nondominant communities.</description><subject>Disadvantaged</subject><subject>Disproportionate Representation</subject><subject>Ecology</subject><subject>Educational Change</subject><subject>Educational Practices</subject><subject>Educational Research</subject><subject>Educational Theories</subject><subject>Epistemology</subject><subject>Equal Education</subject><subject>Ethnography</subject><subject>Experiments</subject><subject>Gifted</subject><subject>Holistic Approach</subject><subject>Imagination</subject><subject>Inquiry</subject><subject>Interdisciplinary Approach</subject><subject>Learning Theories</subject><subject>Minority Groups</subject><subject>Research Design</subject><subject>Research Methodology</subject><subject>Research Problems</subject><subject>Role of Education</subject><subject>Social Science Research</subject><subject>Transformative Learning</subject><issn>0091-732X</issn><issn>1935-1038</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><recordid>eNqNUMFKAzEQDaJgrd69CPmB1Uyyu0m8SWm1UlCKorclJtk1pc2WZCvs35u10oMnmcMM8968mXkIXQK5ZkDoDSESOKPvUJaCF5QdoRFIVmRAmDhGowHOBvwUncW4IoRKYGKElku7XSvtfINTFWy0vlOdaz1-c90nnm9U4_xP4xbPnDcDce4b63eu67HzePplQ29Uj5-D0p3TNp6jk1qto734zWP0Opu-TB6yxdP9fHK3yDSjkmVcCVOkO0hhVFlzIoUFKZkhRlDgihChuKiNlvkHQM7LmmrQYEFbakqWUzZGZK-rQxtjsHW1DW6jQl8BqQZPqr-epJGr_YgNTh_o08e0oJCyTHi2x6NqbLVqd8GnD_6ht4pdGw6CeZ4IKdg3jHB0LA</recordid><startdate>20170301</startdate><enddate>20170301</enddate><creator>Gutiérrez, Kris D.</creator><creator>Cortes, Krista</creator><creator>Cortez, Arturo</creator><creator>DiGiacomo, Daniela</creator><creator>Higgs, Jennifer</creator><creator>Johnson, Patrick</creator><creator>Lizárraga, José Ramón</creator><creator>Mendoza, Elizabeth</creator><creator>Tien, Joanne</creator><creator>Vakil, Sepehr</creator><general>SAGE Publications</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20170301</creationdate><title>Replacing Representation With Imagination: Finding Ingenuity in Everyday Practices</title><author>Gutiérrez, Kris D. ; Cortes, Krista ; Cortez, Arturo ; DiGiacomo, Daniela ; Higgs, Jennifer ; Johnson, Patrick ; Lizárraga, José Ramón ; Mendoza, Elizabeth ; Tien, Joanne ; Vakil, Sepehr</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3293-7a8d500205da6f7098e1993d0d8217a008a78fdc94b11476f2c1c1e1ce2d63423</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Disadvantaged</topic><topic>Disproportionate Representation</topic><topic>Ecology</topic><topic>Educational Change</topic><topic>Educational Practices</topic><topic>Educational Research</topic><topic>Educational Theories</topic><topic>Epistemology</topic><topic>Equal Education</topic><topic>Ethnography</topic><topic>Experiments</topic><topic>Gifted</topic><topic>Holistic Approach</topic><topic>Imagination</topic><topic>Inquiry</topic><topic>Interdisciplinary Approach</topic><topic>Learning Theories</topic><topic>Minority Groups</topic><topic>Research Design</topic><topic>Research Methodology</topic><topic>Research Problems</topic><topic>Role of Education</topic><topic>Social Science Research</topic><topic>Transformative Learning</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Gutiérrez, Kris D.</creatorcontrib><creatorcontrib>Cortes, Krista</creatorcontrib><creatorcontrib>Cortez, Arturo</creatorcontrib><creatorcontrib>DiGiacomo, Daniela</creatorcontrib><creatorcontrib>Higgs, Jennifer</creatorcontrib><creatorcontrib>Johnson, Patrick</creatorcontrib><creatorcontrib>Lizárraga, José Ramón</creatorcontrib><creatorcontrib>Mendoza, Elizabeth</creatorcontrib><creatorcontrib>Tien, Joanne</creatorcontrib><creatorcontrib>Vakil, Sepehr</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Review of research in education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Gutiérrez, Kris D.</au><au>Cortes, Krista</au><au>Cortez, Arturo</au><au>DiGiacomo, Daniela</au><au>Higgs, Jennifer</au><au>Johnson, Patrick</au><au>Lizárraga, José Ramón</au><au>Mendoza, Elizabeth</au><au>Tien, Joanne</au><au>Vakil, Sepehr</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1145996</ericid><atitle>Replacing Representation With Imagination: Finding Ingenuity in Everyday Practices</atitle><jtitle>Review of research in education</jtitle><date>2017-03-01</date><risdate>2017</risdate><volume>41</volume><issue>1</issue><spage>30</spage><epage>60</epage><pages>30-60</pages><issn>0091-732X</issn><eissn>1935-1038</eissn><abstract>This chapter is a call for consequential education research that has transformative potential: intellectually, educationally, and socially. It is about learning to see differently. It is an argument about seeing our work with youth and communities in ways that can help education researchers see ingenuity instead of ineptness and inability, to see resilience instead of deficit, and to imagine futures with youth from nondominant communities instead of imposing failure. We use the notion of "learning to see" both metaphorically and as a theoretical lens and methodological guide to illustrate how rigorous and consequential education research can help us imagine and design new forms of learning and schooling. We argue that rupturing educational inequality also involves new forms of inquiry that help reconceptualize what it means to work with nondominant communities.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.3102/0091732X16687523</doi><tpages>31</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0091-732X |
| ispartof | Review of research in education, 2017-03, Vol.41 (1), p.30-60 |
| issn | 0091-732X 1935-1038 |
| language | eng |
| recordid | cdi_crossref_primary_10_3102_0091732X16687523 |
| source | SAGE Publications; JSTOR Complete Journals |
| subjects | Disadvantaged Disproportionate Representation Ecology Educational Change Educational Practices Educational Research Educational Theories Epistemology Equal Education Ethnography Experiments Gifted Holistic Approach Imagination Inquiry Interdisciplinary Approach Learning Theories Minority Groups Research Design Research Methodology Research Problems Role of Education Social Science Research Transformative Learning |
| title | Replacing Representation With Imagination: Finding Ingenuity in Everyday Practices |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-04T17%3A37%3A58IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Replacing%20Representation%20With%20Imagination:%20Finding%20Ingenuity%20in%20Everyday%20Practices&rft.jtitle=Review%20of%20research%20in%20education&rft.au=Guti%C3%A9rrez,%20Kris%20D.&rft.date=2017-03-01&rft.volume=41&rft.issue=1&rft.spage=30&rft.epage=60&rft.pages=30-60&rft.issn=0091-732X&rft.eissn=1935-1038&rft_id=info:doi/10.3102/0091732X16687523&rft_dat=%3Cjstor_cross%3E44668686%3C/jstor_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=EJ1145996&rft_jstor_id=44668686&rft_sage_id=10.3102_0091732X16687523&rfr_iscdi=true |