Culturally responsive methodologies at work in education settings

Mere Berryman (Faculty of Education, University of Waikato, Hamilton, New Zealand)
Suzanne SooHoo (College of Educational Studies, Chapman University, Orange, California, USA)
Ann Nevin (Arizona State University, Phoenix, Arizona, USA and Chapman University, Orange, California, USA)
Te Arani Barrett (Faculty of Education, University of Waikato, Hamilton, New Zealand)
Therese Ford (Faculty of Education, University of Waikato, Hamilton, New Zealand)
Debora Joy Nodelman (College of Educational Studies, Chapman University, Orange, California, USA)
Norma Valenzuela (College of Educational Studies, Chapman University, Orange, California, USA)
Anna Wilson (College of Educational Studies, Chapman University, Orange, California, USA)

International Journal for Researcher Development

ISSN: 2048-8696

Publication date: 11 November 2013

Abstract

Purpose

The purpose of this paper is to describe culturally responsive methodology as a way to develop researchers. The aims is to illuminate the dimensions of culturally responsive methodology such as cultural and epistemological pluralism, deconstruction of Western colonial traditions of research, and primacy of relationships within culturally responsive dialogic encounters. An overarching question is: “How can we maintain the original integrity of both participants and researchers and their respective cultures and co-construct at the same time something new?”.

Design/methodology/approach

Five case study narratives are described in order for readers to understand the range and types of studies that have been undertaken within a culturally responsive framework. The contributors represent emerging as well as veteran researchers, Indigenous as well as non-Indigenous cultures, practitioners (i.e. teachers in the school systems) as well as teacher educators (i.e. that is teachers within colleges and universities).

Findings

The major issues raised in this paper (knowing one's self and being willing to develop new methodologies) can help to inform those who aspire to research “with” rather than “on” Others.

Originality/value

This paper offers an ontology that is not framed from western traditions. Using reflexivity, criticality, and other epistemological links, the authors show methodological negotiators who invent, craft, personalize, and navigate their methodology and methods specific to the context and participants with whom they are working. They challenge unexamined assumptions in research methods. It is hoped that this paper can contribute a more respectful and humble way of working with all peoples.

Keywords

Acknowledgements

This article is derived from a collection of refereed papers presented at Division B: Curriculum Studies, American Educational Research Association, April 30, 2013, in San Francisco, CA. The work is more fully described in Berryman, M., SooHoo, S. and Nevin, A. (Eds) (2013) Culturally Responsive Methodologies, Emerald Group Publishing, Bingley, UK.

Citation

Berryman, M., SooHoo, S., Nevin, A., Arani Barrett, T., Ford, T., Joy Nodelman, D., Valenzuela, N. and Wilson, A. (2013), "Culturally responsive methodologies at work in education settings", International Journal for Researcher Development, Vol. 4 No. 2, pp. 102-116. https://doi.org/10.1108/IJRD-08-2013-0014

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Publisher

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Emerald Group Publishing Limited

Copyright © 2013, Emerald Group Publishing Limited

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