Reflections on methodology: Dilemmas in a research project about the educational experiences of refugee-background youth

Paper


Ramos, Fabiane. 2015. "Reflections on methodology: Dilemmas in a research project about the educational experiences of refugee-background youth." Annual International Australian Association for Research in Education Conference 2015 (AARE 2015). Fremantle, Australia 29 Nov - 03 Dec 2015 Australia.
Paper/Presentation Title

Reflections on methodology: Dilemmas in a research project about the educational experiences of refugee-background youth

Presentation TypePaper
Authors
AuthorRamos, Fabiane
Journal or Proceedings TitleAnnual Meeting of the Australian Association for Research in Education (AARE 2015)
Number of Pages15
Year2015
Place of PublicationAustralia
Web Address (URL) of Paperhttps://www.aare.edu.au/publications/aare-conference-papers/show/9774/reflections-on-methodology-dilemmas-in-a-research-project-about-the-educational-experiences-of-refugee-background-youth
Conference/EventAnnual International Australian Association for Research in Education Conference 2015 (AARE 2015)
Event Details
Annual International Australian Association for Research in Education Conference 2015 (AARE 2015)
Event Date
29 Nov 2015 to end of 03 Dec 2015
Event Location
Fremantle, Australia
Abstract

In this presentation I will share some reflections on how I have dealt with methodology design in the early stages of my PhD candidature leading up to data collection. I will particularly focus on the dilemmas that I have encountered so far as I search for a methodology that would allow me to ethically report on the educational experiences of refugee-background youth while positioning my research within decolonial thinking. This process becomes even more complex when I take into consideration the contradictions between my theoretical underpinnings and the constraints of 'academic' standards and PhD expectations. A decolonial paradigm criticises the hegemony of Eurocentric principles in academia and contests concepts of universal reason and scientific rationality. Standard qualitative methodologies and thesis formats are part of this system of knowledge production that is seen as oppressive and shortsighted by decolonial thinkers. By choosing to work within this critical epistemology I placed myself in an in-between space where I question what has been established as academic tradition at the same time that I attempt to complete a PhD that fulfills the institutional requirements of a Western university. Another goal of this presentation is to generate a discussion with the audience about their views/experiences on methodology and how (if possible at all) new scholars can break away from 'standard' PhD methodologies/thesis writing, while working within the contexts of Australian universities.

KeywordsRefugees, Educational Experience, Student Characteristics, Academic Standards, Doctoral Degrees, Criticism, Foreign Policy, Doctoral Dissertations, Power Structure, Epistemology, Western Civilization, Doctoral Programs, Audiences, Universities, Foreign Countries, English (Second Language), Second Language Learning, Secondary School Students, Educational Attainment, Personal Narratives, Graduate Students, Student Attitudes, Student Research
ANZSRC Field of Research 2020441006. Sociological methodology and research methods
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsUniversity of Queensland
Institution of OriginUniversity of Southern Queensland
Permalink -

https://research.usq.edu.au/item/q7172/reflections-on-methodology-dilemmas-in-a-research-project-about-the-educational-experiences-of-refugee-background-youth

Download files


Accepted Version
265_Fabiane_Ramos.pdf
File access level: Anyone

  • 61
    total views
  • 27
    total downloads
  • 3
    views this month
  • 1
    downloads this month

Export as

Related outputs

Teaching with wonder: Engaged pedagogy and attentive listening
Ramos, Fabiane and Roberts, Laura. 2024. "Teaching with wonder: Engaged pedagogy and attentive listening." Journal of International Political Theory. https://doi.org/10.1177/17550882241283589
True encounters with the fictional university: collectively rewriting the script of filmic dark academia from the academic margins
Hopkins, Susan, Balloo, Kieran, Ramos, Fabiane, Salmeron, Raquel, Singh, Niharika and Wilson, Victoria E.. 2024. "True encounters with the fictional university: collectively rewriting the script of filmic dark academia from the academic margins ." Culture and Organization. https://doi.org/10.1080/14759551.2024.2394461
reimagining feminist futures through geographies of selves: a letter to the poetics of being and becoming.
Ramos, Fabiane. 2024. "reimagining feminist futures through geographies of selves: a letter to the poetics of being and becoming. " Feminist Review. 136 (1), pp. 118-124. https://doi.org/10.1177/01417789241232511
Exploring the identities of pathways educators through the lens of Third Space Theory
Balloo, Kieran, Ramos, Fabiane, Crank, Russell, Crane, Daniel, Hopkins, Susan, McGovern, Mary, Parkes, Frey, Penno, Julie, Singh, Niharika, Todd, Nicholas, Wilson, Victoria, Windsor, Angela and Worsley, Sue. 2023. "Exploring the identities of pathways educators through the lens of Third Space Theory." Pedagogy Culture and Society. https://doi.org/10.1080/14681366.2023.2230986
Preparation for doctoral research: a narrative review
McDowall, Ailie and Ramos, Fabiane. 2024. "Preparation for doctoral research: a narrative review." The Australian Educational Researcher. 51 (4), pp. 1101-1119. https://doi.org/10.1007/s13384-023-00630-y
Mapping the values and identities of academics who teach into widening participation university preparation programs
Balloo, Kieran, Crane, Daniel, Crank, Russell, Hopkins, Susan, McGovern, Mary, Parkes, Geoffrey, Penno, Julie, Ramos, Fabiane, Singh, Niharika, Todd, Nicholas, Wilson, Victoria, Windsor, Angela and Worsley, Sue. 2022. "Mapping the values and identities of academics who teach into widening participation university preparation programs." Society for Research into Higher Education International Research (SRHE) Conference 2022. 05 - 09 Dec 2022 United Kingdom.
O encantamento como pedagogia feminista: rompendo a cumplicidade feminista com a colonialidade
Ramos, Fabiane and Roberts, Laura. 2022. "O encantamento como pedagogia feminista: rompendo a cumplicidade feminista com a colonialidade." Cassiani, Suzani, Giraldi, Patricia Montanari, Conde, Soraya Franzoni and De-Carvalho, Robert (ed.) Resistir, (re)existir e (re)inventar II : pedagogias decoloniais em dialogo com o Sul Global. Sao Paulo, Brazil. Editora Livraria da Fisica. pp. 221-250
‘It's so messed up, it’s unfair’: conversations about the refugee crisis
Ramos, Fabiane. 2018. "‘It's so messed up, it’s unfair’: conversations about the refugee crisis." Borderlands journal. 17 (2), pp. 1-22.
Pondering Hierarchy of Oppressions in Australia: The Case of Refugees and Their Mode of Arrival
Ramos, Fabiane. 2019. "Pondering Hierarchy of Oppressions in Australia: The Case of Refugees and Their Mode of Arrival." Journal of the European Association for Studies of Australia. 10 (1), pp. 28-39.
Resistance to Monoligualism: School Principals and Head of Languages’ Voices on Factors that Promote and Deter Languages Education in Queensland, Australia
Diaz, Adriana, Cordella, Marisa and Ramos, Fabiane. 2021. "Resistance to Monoligualism: School Principals and Head of Languages’ Voices on Factors that Promote and Deter Languages Education in Queensland, Australia." Lanvers, Ursula, Thompson, Amy S. and East, Martin (ed.) Language Learning in Anglophone Countries: Challenges, Practices, Ways Forward. Cham, Switzerland. Palgrave Macmillan. pp. 485-502
Academic success as willful-resistance: theorising with refugee-background students in Australia
Ramos, Fabiane. 2020. "Academic success as willful-resistance: theorising with refugee-background students in Australia." Discourse: studies in the cultural politics of education. 42 (3), pp. 440 -455. https://doi.org/10.1080/01596306.2020.1718063
Wonder as feminist pedagogy: disrupting feminist complicity with coloniality
Ramos, Fabiane and Roberts, Laura. 2021. "Wonder as feminist pedagogy: disrupting feminist complicity with coloniality." Feminist Review. 128, pp. 28-43. https://doi.org/10.1177/01417789211013702
Doing Decoloniality in the Writing Borderlands of the PhD
McDowall, Ailie and Ramos, Fabiane. 2017. "Doing Decoloniality in the Writing Borderlands of the PhD." The Australian Journal of Indigenous Education. 47 (1), pp. 54-63. https://doi.org/10.1017/jie.2017.23
Opening-up entangled conversations: engaging with the stories of refugee-background students in Australia
Ramos, Fabiane. 2018. Opening-up entangled conversations: engaging with the stories of refugee-background students in Australia. PhD Thesis Doctor of Philosophy. University of Queensland. https://doi.org/10.14264/uql.2018.375
A Declaration of Gratitude for the Tongues We Speak
Ramos, Fabiane. 2022. "A Declaration of Gratitude for the Tongues We Speak." Wilson, Gloria J, Kraehe, Amelia M and Acuff, Joni Boyd (ed.) A Love Letter to This Bridge Called My Back. United States. The University of Arizona Press. pp. 279-284