Harvard Educational Review
  1. Fall 2010 Issue »

    More Like Jazz Than Classical

    Reciprocal Interactions Among Educational Researchers and Respondents

    L. Janelle Dance, Rochelle Gutiérrez, Mary Hermes
    In this article, educational scholars L. Janelle Dance, Rochelle Gutiérrez, and Mary Hermes share insights from their lived experience as qualitative researchers trying to work in collaboration with diverse populations. They refer to these insights as "improvisations on conventional qualitative methods," reminding readers that their methodological approaches have been more collaborative than unilateral, more fluid than unyielding, more like the reciprocal creativity of jazz than the directed orchestration of classical music. Calling on us to expand our previous conceptions of cultural intuition and reciprocity, these authors offer powerful examples of how their communities shaped their research processes.

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    L. Janelle Dance is an associate professor of sociology and ethnic studies at the University of Nebraska, Lincoln. During the spring semester of 2010, she was a guest researcher at Lund University’s Center for Middle Eastern Studies in Sweden, where she will again do research in the spring semesters of 2011 and 2012. Her areas of interest include ethnic studies, the schooling and community experiences of students from minority and immigrant backgrounds, and ethnographic methods. Dance has contributed to a coauthored report based on her three-year involvement (roughly from 2006 to 2009) in a six-nation research project funded by the U.S. National Science Foundation, “The Children of Immigrants in Schools” (NSF, PIRE: No. 0529921, 2006; Richard Alba, principal investigator). She has conducted ethnographic research in communities in the United States (Baltimore, Cambridge, Boston, and Philadelphia) and in Sweden (Malmö, Kalmar, Göteborg, and Stockholm).

    Rochelle Gutiérrez is an associate professor of curriculum and instruction and Latina/Latino studies at the University of Illinois, Urbana-Champaign. Her research focuses on equity in mathematics education, race/class/language issues in teaching and learning mathematics, effective teacher communities, and the achievement gap. Gutiérrez’s current research projects include teacher community and secondary mathematics teaching in Mexico (for which she received a Fulbright), developing preservice teachers’ knowledge and disposition to teach mathematics to marginalized students, and using “Nepantla” as a way to theorize knowledge for teaching. She is the principal investigator on an National Science Foundation grant that seeks to understand what it takes to develop high school mathematics teachers who engage their students in rigorous mathematics and who are committed to social justice.

    Mary Hermes is an associate professor at the University of Minnesota, Duluth. Through her indigenous language revitalization work based in the community, Hermes has been able to help start an Ojibwe immersion school, Waadookodaading, and create an Ojibwe language software, Ojibwemodaa! Her work focuses on Ojibwe (and other indigenous languages) materials design as well as on documentation of indigenous languages. She teaches in the Eni-gikendaasoyang Programs at UMD, such as the master’s degree of education in world language revitalization and the Native teacher training program, Gekinoo’imaagejig. Hermes has published in Anthropology and Education, Curriculum Inquiry, and International Journal of Qualitative Studies in Education. Her most recent collaborations include working with the American Indian Center of Chicago and Northwestern University.

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    Fall 2010 Issue


    From Forced Tolerance to Forced Busing
    Wartime Intercultural Education and the Rise of Black Educational Activism in Boston
    Zoë Burkholder
    More Like Jazz Than Classical
    Reciprocal Interactions Among Educational Researchers and Respondents
    L. Janelle Dance, Rochelle Gutiérrez, Mary Hermes
    "No Backpacks" versus "Drugs and Murder"
    The Promise and Complexity of Youth Civic Action
    Beth C. Rubin, Brian F. Hayes
    When Boys Won't Be Boys
    Discussing Gender with Young Children
    Hannah Katch, Jane Katch
    Editor's Introduction: Bias in the SAT?
    Continuing the Debate
    HER Editorial Board
    On Replicating Ethnic Test Bias Effects
    The Santelices and Wilson Study
    Roy O. Freedle
    Misrepresentations in Unfair Treatment by Santelices and Wilson
    Neil J. Dorans
    Responding to Claims of Misrepresentation
    Maria Veronica Santelices, Mark Wilson

    Book Notes

    Whistling Vivaldi
    Claude M. Steele

    Crossing the Finish Line
    William G. Bowen, Matthew M. Chingos, and Michael S. McPherson

    Examining Effective Teacher Leadership
    Sara Ray Stoelinga and Melinda M. Mangin

    The Boy on the Beach:
    by Vivian Gussin Paley

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