Not education research binaries: just parts of a whole

Edited book (chapter)


Abawi, Lindy. 2011. "Not education research binaries: just parts of a whole." Midgley, Warren, Tyler, Mark A., Danaher, Patrick Alan and Mander, Alison (ed.) Beyond binaries in education research. United States. Routledge. pp. 131-146
Chapter Title

Not education research binaries: just parts of a whole

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID3137
Book TitleBeyond binaries in education research
Authors
AuthorAbawi, Lindy
EditorsMidgley, Warren, Tyler, Mark A., Danaher, Patrick Alan and Mander, Alison
Page Range131-146
SeriesRoutledge Research in Education
Chapter Number10
Number of Pages16
Year2011
PublisherRoutledge
Place of PublicationUnited States
ISBN9780415885126
9780203816608
Web Address (URL)https://www.taylorfrancis.com/chapters/edit/10.4324/9780203816608-22/education-research-binaries%E2%80%94just-parts-whole-lindy-abawi
Abstract

Reflecting on my lived experience of making the transition from teacher to researcher brought the realization that a number of constructs that I had once taken for granted as being fundamental binaries were in fact just parts of a whole rather than positions on either end of a continuum. For example I had once considered the constructs of teacher and researcher, silence and speech, making a choice and being chosen, as being obvious examples of the binaries that exist in the world of research. This chapter explores how these binaries were found to be woven into a metaphorical maze of perceptions closely tied to the language used within a specific context. Ultimately language use revealed the lack of substance upon which past perceptions had been built. These revelations emerged from my involvement in three significant pedagogical exploration events: involvement in a school revitalization project called Innovative Designs for Enhancing Achievement in Schools (IDEAS); a Multiliteracies Action Research project; and, an on-going learning journey which has led to further study and to my becoming a teacher-researcher working on a Doctor of Philosophy thesis. Hermeneutic phenomenology plays an integral part within this exploration of pedagogy as it forms the methodological stance that helped reveal the insubstantial nature of the binaries and is a key player in the making a choice and being chosen scenario.

Keywordsbinaries; education research
ANZSRC Field of Research 2020500399. Philosophy not elsewhere classified
390102. Curriculum and pedagogy theory and development
500310. Phenomenology
Public Notes

Files associated with this item cannot be displayed due to copyright restrictions.

Byline AffiliationsFaculty of Education
Institution of OriginUniversity of Southern Queensland
Permalink -

https://research.usq.edu.au/item/q0w05/not-education-research-binaries-just-parts-of-a-whole

  • 1895
    total views
  • 159
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

In Sync: Inclusive school communities supporting students with anxiety
Carter, Susan, Andersen, Cecily and Abawi, Lindy-Anne. 2023. "In Sync: Inclusive school communities supporting students with anxiety." Heliyon. 9. https://doi.org/10.1016/j.heliyon.2023.e16447
Leadership, inclusion, and quality education for all
Carter, Susan and Abawi, Lindy-Anne. 2018. "Leadership, inclusion, and quality education for all." Australasian Journal of Special and Inclusive Education. 42 (1), pp. 49-64. https://doi.org/10.1017/jsi.2018.5
An online engagement framework for higher education
Redmond, Petrea, Abawi, Lindy, Brown, Alice, Henderson, Robyn and Heffernan, Amanda. 2018. "An online engagement framework for higher education." Online Learning Journal. 22 (1), pp. 183-204. https://doi.org/10.24059/olj.v22i1.1175
Inclusive schoolwide pedagogical principles: cultural indicators in action
Abawi, Lindy, Carter, Susan, Andrews, Dorothy and Conway, Joan. 2018. "Inclusive schoolwide pedagogical principles: cultural indicators in action." Bernad-Cavero, Olga and Llevot-Calvet, Nuria (ed.) New pedagogical challenges in the 21st century: contributions of research in education. United Kingdom. IntechOpen. pp. 33-55
Adopting a framework to support the process of critical reflection and understanding of online engagement
Redmond, Petrea, Foote, Stephanie M., Brown, Alice, Mixson-Brookshire, Deborah, Abawi, Lindy-Anne and Henderson, Robyn. 2022. "Adopting a framework to support the process of critical reflection and understanding of online engagement." Journal of Computing in Higher Education. 34 (1), pp. 109-131. https://doi.org/10.1007/s12528-021-09281-3
Three-dimensional pedagogy: a new professionalism in educational contexts
Andrews, Dorothy and Abawi, Lindy. 2017. "Three-dimensional pedagogy: a new professionalism in educational contexts." Improving Schools. 20 (1), pp. 76-94. https://doi.org/10.1177/1365480216652025
Leveraging creativity to engage students in an agile ecology for learning
Huijser, Henk, Kek, Megan Y.C.A., Abawi, Lindy A. and Lawrence, Jill. 2019. "Leveraging creativity to engage students in an agile ecology for learning." Student Engagement in Higher Education Journal. 2 (3), pp. 138-153.
Opening Eyes onto Inclusion and Diversity
Carter, Susan, Abawi, Lindy-Anne, Lawrence, Jill, Brownlow, Charlotte, Desmarchelier, Renee, Fanshawe, Melissa, Gilbey, Kathryn, Turner, Michelle and Guy, Jillian. Carter, Susan (ed.) 2019. Opening Eyes onto Inclusion and Diversity . Australia. University of Southern Queensland.
Celebrating diversity: focus on inclusion
Abawi, Lindy, Fanshawe, Melissa, Gilbey, Kathryn, Andersen, Cecily and Rogers, Christina. 2019. "Celebrating diversity: focus on inclusion." Carter, Susan (ed.) Opening eyes onto inclusion and diversity. Toowoomba, Australia. University of Southern Queensland. pp. 41-91
The importance of Indigenous cultural perspectives in education (the danger of the single story)
Fanshawe, Melissa, Abawi, Lindy and Guy, Jillian. 2019. "The importance of Indigenous cultural perspectives in education (the danger of the single story)." Carter, Susan (ed.) Opening eyes onto inclusion and diversity. Toowoomba, Australia. University of Southern Queensland. pp. 289-318
Learning and inclusion for disadvantaged youth
Carter, Susan and Abawi, Lindy-Anne. 2018. "Learning and inclusion for disadvantaged youth." European Educational Research Association 2018 Conference (ECER 2018). Bolzano, Italy 03 - 07 Sep 2018 Berlin, Germany.
Developing a generic review framework to assure capstone quality
Hammer, Sara, Abawi, Lindy, Gibbings, Peter, Jones, Hazel, Redmond, Petrea and Shams, Syed. 2018. "Developing a generic review framework to assure capstone quality." Higher Education Research and Development. 37 (4), pp. 730-743. https://doi.org/10.1080/07294360.2018.1453787
Australian Indigenous Contexts and Childhood Experiences
Abawi, Lindy-Anne, Cooper, Megan, Andersen, Cecily, Fossey, Wayne and Holborn, Priscilla. 2018. "Australian Indigenous Contexts and Childhood Experiences." Oxford Bibliographies. https://doi.org/10.1093/OBO/9780199791231-0202
Strategies on addressing contract cheating: a case study from an Australian regional university
Kong, Eric, Goh, Steven Ching-Nam, Gussen, Benjamen Franklen, Turner, Joanna and Abawi, Lindy-Anne. 2017. "Strategies on addressing contract cheating: a case study from an Australian regional university." Velliaris, Donna M. (ed.) Handbook of research on academic misconduct in higher education. IGI Global. pp. 206-228
Leadership for the Attainment of Improved School Outcomes: A Brazilian, Australian and Maltese Study
Abawi, Lindy-Anne, Moreira, Ana Maria de Albuquerque and Bezzina, Christopher. 2017. "Leadership for the Attainment of Improved School Outcomes: A Brazilian, Australian and Maltese Study ." Miller, Paul (ed.) Cultures of Educational Leadership: Global and Intercultural Perspectives. Palgrave Macmillan. pp. 169-192
A twin-initiative transforming curriculum development processes
Abawi, Lindy-Anne, Gibbings, Peter and Hammer, Sara. 2017. "A twin-initiative transforming curriculum development processes." 40th Higher Education Research and Development Society of Australasia Annual Conference (HERDSA 2017). Sydney, Australia 27 - 30 Jun 2017
The rhetoric and reality of leading the inclusive school: socio-cultural reflections on lived experiences
Abawi, Lindy-Anne, Bauman-Buffone, Cheryl, Pineda-Baez, Clelia and Carter, Susan. 2018. "The rhetoric and reality of leading the inclusive school: socio-cultural reflections on lived experiences." Education Sciences. 8 (2), pp. 1-17. https://doi.org/10.3390/educsci8020055
Building leadership capacity and enacting school improvement policy: voices from the field
Abawi, Lindy-Anne, Leach, Tania and Raitelli, Julie. 2018. "Building leadership capacity and enacting school improvement policy: voices from the field." International Journal of Education. 10 (1), pp. 106-124.
Students enabling students in a Student Partnership Project: a case study emerging from the OLT Transforming Practice Project on Student Partnerships
Kek, Megan, Kimmins, Lindy, Lawrence, Jill, Abawi, Lindy, Lindgren, Courtney and Stokes, Trent. 2017. "Students enabling students in a Student Partnership Project: a case study emerging from the OLT Transforming Practice Project on Student Partnerships." Student Success. 8 (2), pp. 117-122. https://doi.org/10.5204/ssj.v8i2.389
Effective cluster collaborations: transformation through school and university connections
Conway, Joan M. and Abawi, Lindy. 2011. "Effective cluster collaborations: transformation through school and university connections." Abawi, Lindy, Conway, Joan M. and Henderson, Robyn (ed.) Creating connections in teaching and learning. Charlotte, NC, United States. Information Age Publishing. pp. 165-176
A vision and language for schoolwide pedagogical improvement
Abawi, Lindy. 2015. "A vision and language for schoolwide pedagogical improvement." Lock, Jennifer, Danaher, Patrick Alan and Redmond, Petrea (ed.) Educational developments, practices and effectiveness: global perspectives and contexts. United Kingdom. Palgrave Macmillan. pp. 68-90
Entangled, emergent, emboldened: an indigenous youth arts group and non-indigenous arts and literacies facilitators talk back to the ‘Big House' (University)
Jones, Janice K. and Abawi, Lindy-Anne. 2015. "Entangled, emergent, emboldened: an indigenous youth arts group and non-indigenous arts and literacies facilitators talk back to the ‘Big House' (University)." 2015 Annual International Literacy Conference: Resisting the Standard: Language, Literacy & Power. Sheffield, United Kingdom 26 - 27 Jun 2015
Connecting, catering for, and celebrating diverse student learners
Abawi, Lindy-Anne and Jones, Janice K.. 2015. "Connecting, catering for, and celebrating diverse student learners." European Conference on Education: Education, Power and Empowerment: Changing and Challenging Communities (ECE2015). Brighton, United Kingdom 01 - 05 Jul 2015
Transition support for students with special needs
Abawi, Lindy-Anne. 2015. Transition support for students with special needs. Unpublished.
Principles of inclusive school practice
Abawi, Lindy. 2015. Principles of inclusive school practice. Unpublished.
Inclusion 'from the gate in': wrapping students with personalised learning support
Abawi, Lindy-Anne. 2015. "Inclusion 'from the gate in': wrapping students with personalised learning support." International Journal of Pedagogies and Learning. 10 (1), pp. 47-61. https://doi.org/10.1080/22040552.2015.1084676
Initial report on the active inclusion programme
Abawi, Lindy-Anne and Spence, Karen. 2015. Initial report on the active inclusion programme. University of Southern Queensland.
Professional learning communities enhancing teacher experiences in international schools
Lalor, Brian and Abawi, Lindy. 2014. "Professional learning communities enhancing teacher experiences in international schools." International Journal of Pedagogies and Learning. 9 (1), pp. 76-86. https://doi.org/10.1080/18334105.2014.11082021
Creating enduring strength through commitment to schoolwide pedagogy
Conway, Joan M. and Abawi, Lindy. 2013. "Creating enduring strength through commitment to schoolwide pedagogy." Improving Schools. 16 (2), pp. 175-185. https://doi.org/10.1177/1365480213493714
School meaning systems: the symbiotic nature of culture and 'language-in-use'
Abawi, Lindy. 2013. "School meaning systems: the symbiotic nature of culture and 'language-in-use'." Improving Schools. 16 (2), pp. 89-106. https://doi.org/10.1177/1365480213492407
Metaphor: powerful imagery bringing learning and teaching to life
Abawi, Lindy. 2013. "Metaphor: powerful imagery bringing learning and teaching to life." Improving Schools. 16 (2), pp. 130-147. https://doi.org/10.1177/1365480213492409
Shared pedagogical understandings: schoolwide inclusion practices supporting learner needs
Abawi, Lindy and Oliver, Mark. 2013. "Shared pedagogical understandings: schoolwide inclusion practices supporting learner needs." Improving Schools. 16 (2), pp. 159-174. https://doi.org/10.1177/1365480213493711
Meaning-filled metaphors enabling schools to create enhanced learning cultures
Abawi, Lindy and Conway, Joan M.. 2013. "Meaning-filled metaphors enabling schools to create enhanced learning cultures." Midgley, Warren, Trimmer, Karen and Davies, Andy (ed.) Metaphors for, in and of education research. Newcastle Upon Tyne, United Kingdom. Cambridge Scholars Publishing. pp. 189-206
Introducing refractive phenomenology
Abawi, Lindy-Anne. 2012. "Introducing refractive phenomenology." International Journal of Multiple Research Approaches. 6 (2), pp. 141-149.
Exposing threads: creating connections in teaching and learning
Henderson, Robyn, Abawi, Lindy and Conway, Joan M.. 2011. "Exposing threads: creating connections in teaching and learning." Abawi, Lindy, Conway, Joan M. and Henderson, Robyn (ed.) Creating connections in teaching and learning. Charlotte, NC, United States. Information Age Publishing. pp. 1-14
The fourth C-B dynamic: micro-pedagogical deepening
Crowther, Frank, Andrews, Dorothy and Abawi, Lindy. 2011. "The fourth C-B dynamic: micro-pedagogical deepening." Crowther, Frank (ed.) From school improvement to sustained capacity: the parallel leadership pathway. Thousand Oaks, CA. United States. Corwin (Sage). pp. 87-112
Linking the threads: creating clearer connections
Abawi, Lindy, Conway, Joan M. and Henderson, Robyn. 2011. "Linking the threads: creating clearer connections." Abawi, Lindy, Conway, Joan M. and Henderson, Robyn (ed.) Creating connections in teaching and learning. Charlotte, NC, United States. Information Age Publishing. pp. 283-299
Preface
Abawi, Lindy, Conway, Joan M. and Henderson, Robyn. 2011. "Preface." Abawi, Lindy, Conway, Joan M. and Henderson, Robyn (ed.) Creating connections in teaching and learning. Charlotte, NC, United States. Information Age Publishing. pp. xi-xii
Ah-ha! A CCLUE: identifying the essence and significance of a contextually specific meaning system in three Australian schools engaged in on-going school improvement
Abawi, Lindy. 2012. Ah-ha! A CCLUE: identifying the essence and significance of a contextually specific meaning system in three Australian schools engaged in on-going school improvement. PhD Thesis Doctor of Philosophy. University of Southern Queensland.
Case study two synopsis - Meadow Fair North Primary School (MFN)
Andrews, Dorothy, Abawi, Lindy and O'Neill, Shirley. 2009. "Case study two synopsis - Meadow Fair North Primary School (MFN)." Andrews, Dorothy (ed.) A research report on the implementation of the IDEAS project in Victoria, 2004-8. Winmalee, NSW, Australia. Australian Council for Educational Leaders (ACEL). pp. 75-91
Capacity building for sustainable school improvement: an Australian research study
Andrews, Dorothy, Crowther, Frank, Abawi, Lindy, Conway, Joan, Dawson, Mark, Lewis, Marian, Morgan, Allan, O'Neill, Shirley and Petersen, Shauna. 2011. Capacity building for sustainable school improvement: an Australian research study. Saarbrucken, Germany. VDM Verlag Dr. Muller.
Building and sustaining capacity in your school - the COSMIC C-B model
Crowther, Frank, Abawi, Lindy, Andrews, Dorothy, Conway, Joan Margaret, Dawson, Mark, Lewis, Marian, Morgan, Allan Robert and Petersen, Shauna. 2010. Building and sustaining capacity in your school - the COSMIC C-B model. Penrith, Australia. Australian Council for Educational Leaders (ACEL).