Notes on: Rizvi S (2019) Treading on eggshells:
'doing' feminism in educational research. International
Journal of Research and Method in Education.
HTTP://dx.DOI.ORG/1080/1743727X.217.1 399354
Dave Harris
[Quick one only] allegedly explores the
difficulties of doing feminist research
contrasting ideal and actual feminist ways,
ethical and methodological challenges using
unstructured interviews, trying to make practical
differences and developing theoretical frameworks
that analyse data to 'reveal sites for social
change' (2). Apparently we need more holistic
feminist values to respect vulnerabilities of
researchers and participants
Feminist methodology gets off on the claims that
earlier forms of gaining knowledge were masculine
and reinforced power through objective lenses,
requiring more reflexive views, qualitative
research as opposed to positivism. Later was added
a focus on whiteness and intersection. There is
still no agreed approach though rather different
guidelines: there may be organising
principles addressing gender asymmetry, raising
consciousness, addressing subjective experience,
acknowledging power dynamics between researcher
and participants, considering ethical implications
[only considering them] and emphasising
empowerment of women through research giving them
agency to challenge oppression. Examples of
asymmetry include classical focus on homeschool
relations which have ignored the difficulties of
parenting. However intersection is also recently
important. Other people havepolished the five
principles to emphasise social change and
resistance as well as giving voice, making
feminist research more activist not just more
respectful. She tries to implement these in her
work with British Pakistani mothers with special
educational needs. Mostly she deliberates over the
challenges of using consciousness-raising methods,
making a practical difference, and uncovering
sites of resistance and opportunities for social
change.
She looked at how these women used various SEND
[special educational need and disability]
provision. There is a disproportionate number of
multiple learning difficulties among these groups,
probably affected by persistent poverty, although
the main emphasis has been placed on cultural and
language barriers, with policy stressing that
professionals need to acquire cultural and
linguistic competencies. She followed university
ethical guidelines and gave participants the right
to withdraw. She used in-depth unstructured
timeline interviews which help develop questions
for semistructured interviews and vignettes later.
She tried to reduce power asymmetries in mutual
dialogue, allowing interviewees to decide which
stories to tell and how to tell them, normalising
their experiences, recognising emotional demands
and allowing participants to express them. She
also hoped to avoid her own assumptions and cover
complex sensitive topics. She recorded everything
and deleted the material post research. Mothers
were given transcriptions and 'the opportunity to
contribute to research analysis if they wished' (9)
[I wonder how many did].
There was lots of emotion about the diagnosis and
she was careful to pause during interviews and let
them recover. She also gave some emotional
respite. Nevertheless some mothers still reported
stress and this produced difficulties for those
required to take the lead. Respondents cried and
broke down [solemnly recorded in transcripts.
Semistructured interviews were less emotional.
Respondents sometimes reported that painful
memories had been dredged up which was 'unsettling
' [for her] — 'I had not anticipated that the
absence of impersonal interview questions… Would
magnify my participants' vulnerabilities' (11) and
she questioned whether this kind of interview was
ethical after all.
The mothers treated her differently — a friend or
an informant about provision, a safe space. Some
felt empowered. She recommended some specifics
such as acquiring a home tutor, and she said she
would not have thought of this without the
unstructured interview first.
She met lots of ethical dilemmas outside the
ethical guidelines of the University and outside
feminist methodology. She was worried about just
signposting them and engaging in 'fake rapport'
with only a limited relationship, keeping her
distance while sticking to your own schedule.
Other feminist researchers had apparently found
the same, the need to deal with requests and cope
with their own work, not get too involved. She was
faced with additional requests for help beyond the
research and did feel ethical responsibility, even
if this breached confidentiality and anonymity —
she rationalises this by saying that egalitarian
goals took a higher priority.
She found it difficult to find a way to use the
data to develop resistance and opportunities for
social change. Initial thoughts turned on enabling
discourses and voicing questions the community is
asking, responding to Islam being deeply
problematic and stressing instead the positive
role that religion can play. She was also keen to
explore holistic experiences, how Islam interacts
with experiences of being a mother of a child with
SEND, how dominant positions interact with
subordinate positions — the hope apparently is
that experience of advantage and disadvantage can
lead to participants being able to 'advocate for a
more equitable position' (18).
One particular problem is consanguinity between
first cousins, and how religious views may prevent
genetic counselling. Research subjects were
frustrated with the stigmatisation of
consanguinity and apparent links with SEND [but
what does the evidence show]. Apparently, male
members of families will often restrict
information about the risks and subjects were
often unaware of the risks, especially of having
additional children. Nevertheless reproductive
plans can become sites of resistance — against
medical experts recommending termination [!]. At
least this shows complexity! It is resistance
against medicalisation of children.
These mothers are especially prone to
medicalisation and stigmatisation because of their
cultural practices like marriage to cousins, or
possible religious hostility to abortion. These
practices may be strategic to strengthen
communities. Male family members may be at the
forefront, and she found some support. Women may
be disadvantaged by these practices, being
supervised in terms of their reproductive practice
and by being increasingly required to become
full-time carers.
Nevertheless mothers also 'actively reconstructed
their own narratives' (22). Religion did not stop
them seeking medical or educational interventions
but provided an alternative lens, helping them
become resilient, helping them challenge mother
blaming, and even demand equal access for sons and
daughters. Some were still vulnerable to
patriarchy, but nevertheless 'mothers in my study
acted as "agents of change"' (23). Early marriages
for girls would be disrupted because the child had
SEND [meaning --that would be a good outcome].
[Real ambivalence and weaselling here – SEND is
increased by consanguinity but to say so is to
medicalise culture and women are fighting
terminations. Only nasty male Muslims prevent
women from knowing the risks. SEND is actually an
asset because it helps fight off early marriage. Are
women choosing to have SEND children would she
say?]
Unstructured interviewing has its problems because
it leaves people emotionally exposed and can
disempower participants and reveal insecurities.
Researchers 'must be prepared for all
consequences',
including triggering trauma (24). Women in
different contexts may require more practical
forms of assistance [!]. A key strength was in
helping to overthrow the stereotype of these women
being passive and oppressed and disinterested in
their children's education.
So there are no rigid guidelines but if feminists
are suitably flexible and can adapt their research
methods they can help to make research inclusive
and representative and challenge existing
educational discourse. [I think the real message
is leave well alone].
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