Engaging in Research Practices as Critical Scholars/Activists: A Metalogue

  • Alexandra SchindelEmail author
  • Sara Tolbert
  • Alberto J. Rodriguez
Part of the Cultural Studies of Science Education book series (CSSE, volume 17)


In this chapter, we use a metalogue format to discuss the possibilities of engaging in activist oriented scholarship as critically engaged scholar/activists. We draw upon our experiences to think about what this type of engagement means both on personal and individualized levels as well as in the broader context of being/becoming activists and critical scholars within a field – science education – that has little history of supporting this type of work. Each of us has chosen to engage with activism as a methodological and theoretical approach to working within and for schools as science educators. We will narrow our focus in this chapter to consider and creatively re/imagine the following research practices: (1) Positionality: What are our own social, political, and gendered/classed/racialized roles as we conduct research within economically oppressed communities?; (2) Public: What are our responsibilities to the communities in which we work and to the broader public?; and (3) Rigor: How do we (re)define rigor as a measure of transformative impact with the communities with whom we research? This metalogue will contribute to critical perspectives on research and research relationships in science education.


Critical research Research practices Positionality Rigor 


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Alexandra Schindel
    • 1
    Email author
  • Sara Tolbert
    • 2
  • Alberto J. Rodriguez
    • 3
  1. 1.University at Buffalo, State University of New YorkBuffaloUSA
  2. 2.University of ArizonaTucsonUSA
  3. 3.Purdue UniversityWest LafayetteUSA

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