Last week, I finally finished my research interviews. Yay…I think?
Qualitative research is a funny thing. After spending 4 or 5 hours with each of these students, I feel that I’ve gotten to know them pretty well. Over the past few months, I have been constantly overwhelmed by my research participants’ incredible insights and the amazing generosity they have shown with their time, meeting with me in the midst of their busy semesters. And now that it’s over, I feel a little lost and wish I could keep having these conversations (and I do have them, sometimes, but there’s something about that sacred time designated to nothing but the interviews).
Now that I’ve finished my interviews, I’ve started listening to the recordings, making notes, and going over the writing I did throughout the process. And I have just one word: “Data.” Here’s some of what I’ve thought about based on just a few of the first round of interviews.
This first round of conversations was geared towards developing biographical profiles of my participants, but already I am overwhelmed by the richness of the data that I have gathered. Because my research is about the ways that anti-oppressive education intersects with digital identity and digital spaces, these conversations delved into what Kevin Kumashiro terms “troubling knowledge” in his book Against Common Sense. We explored students’ childhoods, experiences with racism, feelings about the social justice-oriented curriculum in our Faculty of Education, and thoughts about teaching as a profession.
As I got to know each of the students better, their descriptions of their formative years were punctuated by moments of tension, discomfort, and realization. One student, describing her rural-Saskatchewan upbringing, told about how her mother would tell her and her siblings to go into a back bedroom and lock the door because an aboriginal person was at the door. Another thanked me for the difficult questions, noting that she had never thought about her earliest experiences of racism. A third student, attempting to describe what she felt she needed to be a successful teacher, went through a series of answers, each time unpacking and revising her responses as she questioned how her thinking might be oppressive or problematic, and finally settling on the idea that there was no perfect answer and that searching for one was a product of her own conditioning.
To be a good teacher, “being nice doesn’t cut it anymore.”
Several things became clear in just these initial conversations. First, I was struck by the degree to which these students have embraced and committed to the idea of anti-oppressive education. One student noted that she has learned, in the past 2 years, that to be a good teacher, “being nice doesn’t cut it anymore.” Even when students’ initial reactions to a question were clearly influenced by dominant narratives of race, the students were able to identify these patterns in their own thinking when I pressed for clarification. For instance, one student, when asked whether she still saw racism in the program, immediately drew on the discourse of reverse-racism/sexism and noted that Aboriginal students and men were more likely to be accepted into the faculty; however, when I asked her a follow up question on this, she began to unpack her motivations for saying this. Clearly, we are doing something right in this program. Of course, I need to keep in mind the type of student who is actually willing to volunteer for research about anti-oppressive education, and I need to consider the degree to which my participants (many of whom are self-described teacher-pleasers) are taking up the role of good student and giving the “correct” answer.
I also noticed the significant amount of tension around teaching anti-oppressively and fears around job-loss or negative repercussions due to creating too much of a stir. Much of this stems, I believe, from what Deborah Britzman would describe as the common-sense discourse of the “good teacher” as neutral and objective – this ingrained understanding bumps up violently against public displays of advocacy for social justice ideals. This is the very same tension that inspired this research in the first place, and it is one that I struggle with myself each time I post to my Twitter account or write on my blog. Just writing this post is uncomfortable for me – it makes me vulnerable and opens me to attack or criticism. But I am reminded of a conversation about blogging on controversial topics that I had – on Twitter – with Alec Couros, a professor of educational technology and media and one of my committee members. After encountering some resistance from my students about posting online, I put the question out to my PLN: Why should pre-service teachers be blogging? Many answers flowed in, and at some point the discussion turned to what content should be made public and what should be kept private:
Alec’s last tweet sums it up nicely, I think. What is considered controversial is always relative to the position of the individual – a person’s power and privilege determines the degree to which s/he can speak out against dominant narratives without negative fallout.
What we do not say speaks just as loudly as what we do
When I struggle to post online, I need to be mindful of my own privilege, which is perhaps limited in academia but is quite significant relative to that of many other people. For students, however, I wonder how the balance of power and vulnerability plays out with respect to anti-oppressive education, and I expect that this tension will increase and shift as we move into discussions of enacting social justice in open, online spaces.
And amidst all these other realizations, I found that after only one round of interviews, I have already had to think a great deal about the tension between what is public vs. publicized when it comes Twitter and other social media. These is certainly a precedent for PhD bloggers and for discussions of research on social media sites, but I still need to be cautious in respecting the rights of my participants by ensuring that I’ve shared my writing with them and that their own online writing cannot be traced back to them (unless they’ve opted not to be anonymous), while at the same time trying to enact my belief in the need to ensure that social justice does not go ignored in online spaces – for what we do not say speaks just as loudly as what we do.