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    Rights statement: The final, definitive version of this article has been published in the Journal, Power and Education, 9 (2), 2017, © SAGE Publications Ltd, 2017 by SAGE Publications Ltd at the Power and Education page: https://journals.sagepub.com/home/pae on SAGE Journals Online: http://journals.sagepub.com/

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The researcher as cognitive activist and the mutually useful conversation

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>1/07/2017
<mark>Journal</mark>Power & Education
Issue number2
Volume9
Number of pages16
Pages (from-to)129-144
Publication statusPublished
Early online date23/06/17
Original languageEnglish

Abstract

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.

Bibliographic note

The final, definitive version of this article has been published in the Journal, Power and Education, 9 (2), 2017, © SAGE Publications Ltd, 2017 by SAGE Publications Ltd at the Power and Education page: https://journals.sagepub.com/home/pae on SAGE Journals Online: http://journals.sagepub.com/