Abstract
This chapter discusses the research design for the study—participatory action research (PAR)—including the research site, participants, data collection and analysis, and my positionality as researcher/teacher in this study. This study focuses on (1) paying attention to particular social positions, such as race, ethnicity, gender, culture, class, and language that are interwoven with power relations, along with a resistance to normative responses to questions relevant to those domains; (2) acknowledging that my research paradigms go beyond the dominant, postpositivist-influenced one; (3) seeking a transformative pedagogy (and by implication, transformative research practices); and (4) taking a self-reflective stance on critical theory rather than accepting and using such terms as “oppression,” “ideology,” and “empowerment.”
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Notes
- 1.
According to the International Student Service Office’s report at UHM, the top five countries of the origin of international undergraduates are Japan, South Korea, China, Canada, and Taiwan.
- 2.
In addition to academic support from the Center, CLEAR scholars received full tuition waiver throughout their participation in the program.
- 3.
At the time of the study, the Center’s staff consisted of program director, program coordinator/instructor, four instructors, office assistant, and technology specialist.
- 4.
The other five students were the first cohort of CLEAR scholars with whom I worked to help them develop their electronic portfolios, facilitate WebCT discussions, and co-teach part of their practicum. They were two Ilokano-speaking females, one Ilokano-speaking male, one Samoan female and one Samoan male.
- 5.
It is rare to find a teacher preparation program which focuses on preparing teachers for bilingual students that has become institutionalized.
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Cho, H. (2018). Research Design. In: Critical Literacy Pedagogy for Bilingual Preservice Teachers. Springer, Singapore. https://doi.org/10.1007/978-981-10-7935-1_3
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