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/
Accepted author manuscript, 612 KB, PDF document
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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - The researcher as cognitive activist and the mutually useful conversation
AU - Earl, Cassie
N1 - 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/
PY - 2017/7/1
Y1 - 2017/7/1
N2 - 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 cognitiveactivism proposed.
AB - 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 cognitiveactivism proposed.
U2 - 10.1177/1757743817714281
DO - 10.1177/1757743817714281
M3 - Journal article
VL - 9
SP - 129
EP - 144
JO - Power & Education
JF - Power & Education
IS - 2
ER -