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Counter-Narrative as Method: Researching Immigrant Teachers Differently

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Title: Counter-Narrative as Method: Researching Immigrant Teachers Differently
Language: English
Authors: Dave Yan (ORCID 0000-0001-5550-8125), David Bright, Howard Prosser
Source: Australian Educational Researcher. 2025 52(1):23-43.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Immigrants, Teacher Characteristics, Poetry, Authors, Personal Narratives, Ethics, Teacher Empowerment, Metacognition, Self Actualization, Discourse Analysis, Professional Autonomy, Research Methodology
DOI: 10.1007/s13384-024-00699-z
ISSN: 0311-6999
2210-5328
Abstract: This article addresses the ethical question concerning how educational research helps immigrant teachers gain authority and ownership over their self-understanding and self-becoming. By critically examining prior research and analysing the dominant discourse surrounding this specific group, we highlight the limitations and ethical implications of existing findings. We problematise current methodological approaches ito advocate for the necessity of counter-narratives. By empowering immigrant teachers to 'author(w)rite' their own accounts, this form of authorship broadens scholarly discourse, allowing them to pursue self-understanding and assert agency over their narratives. To illustrate our contention, we present our counter-narratives in the form of satirical poetry within boxed texts, highlighting the need to expand and complicate conventional research practices. Through subversive discourse, we emphasise more empowering methodologies in the ethical interpretation and representation of immigrant teacher participants. We suggest that counter-narratives offer an alternative lens through which to examine the lived realities and emotions of immigrant teachers, ultimately enriching scholarly discussions and fostering a more inclusive and nuanced understanding of their humanity.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1460915
Database: ERIC
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  Data: Counter-Narrative as Method: Researching Immigrant Teachers Differently
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: This article addresses the ethical question concerning how educational research helps immigrant teachers gain authority and ownership over their self-understanding and self-becoming. By critically examining prior research and analysing the dominant discourse surrounding this specific group, we highlight the limitations and ethical implications of existing findings. We problematise current methodological approaches ito advocate for the necessity of counter-narratives. By empowering immigrant teachers to 'author(w)rite' their own accounts, this form of authorship broadens scholarly discourse, allowing them to pursue self-understanding and assert agency over their narratives. To illustrate our contention, we present our counter-narratives in the form of satirical poetry within boxed texts, highlighting the need to expand and complicate conventional research practices. Through subversive discourse, we emphasise more empowering methodologies in the ethical interpretation and representation of immigrant teacher participants. We suggest that counter-narratives offer an alternative lens through which to examine the lived realities and emotions of immigrant teachers, ultimately enriching scholarly discussions and fostering a more inclusive and nuanced understanding of their humanity.
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