"Critical Conversations" By: Chavis Sims and Ashley Murphy

"Critical Conversations" By: Chavis Sims and Ashley Murphy
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  • Hey Ashley! Wow, that article was really enlightening wasn't it? We hear teachers complain about students all of the time! 
  • I know right!  We never really look into why low socioeconomic, minority students have more discipline issues than other more affluent students. 
  • Of course!
  • Want to discuss more over coffee? 
  • Chavis, the problem in the article was clearly stated and I believe it was appropriately researched.  How do you feel about it?
  • Oh! I definitely agree.  The fact that the researchers dug deep into their research and realized that they did not understand the participants led to richer research.  Researchers understood that they did not have the experiences of these participants and proceeded carefully in their formulation of results.
  • So we know the researchers did a good job of realizing that they did not understand the experiences of the students but did they do anything else well? 
  • Sure thing Chavis!  They interviewed the participants and we were able to read those interviews for context.  This helped enrich the research and gives the readers more insight into what is going on in the qualitative research.
  • THE WHOLE STORY! 
  • By listening to the middle school student's stories, researchers were able to gain valuable information about their lives and experiences
  • Ah! So this study was effective because researchers actually listened to what the participants had to say and tried to remove their own biases and pre-conceived notions!
  • Josselson’s(2011) Gestalt-based approach to narrative analysis has yielded narratives that offer holistic descriptions of each participant as a middle school student. This method has enabled us to go beyond participants’ discrete answers about their school experiences to see them as children interacting with an institution. We note that their reactions to traumas and injustices experienced in that institution reflect developmentally and psychologically appropriate responses (Kennedy-Lewis, 2013).
  • Yeah Chavis! You got it now! These are my notes on the research
  • Makes perfect sense now!  We are able to understand what the social construction of school really is for these participants based on their experiences in the institution
  • Narratives such as Haley’s, Marcus’, and Zimba’s can be used as part of a comprehensive curriculum designed to develop teachers’ abilities to respond in inclusive and appropriate ways to student behaviors that challenge them.
  • Correct! It is imperative to use this research to help teachers understand who their student's are and where they come from! Good stuff now let's get out of here . . . it's 3:20!
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