Skip to main content

Framing Marginalized Communities

  • Chapter
  • 222 Accesses

Abstract

This chapter describes and explores the effects of the complex interplay between the various frameworks and constructions of marginalization and those who are directly affected by the framing process. Attitudes and expectations emanating from these frameworks are analysed in relation to how education researchers may be able to embrace different and more inclusive methods of research. In particular, as a striking illustration of the argument pursued in the chapter, one example of an alternative means of engaging with Australian Indigenous vocational education and training (VET) students with a disability in Australia is examined. An action research project involving focus groups, observations and active participation was employed in a distinctive way, incorporating a successful interplay among vocational education, planning, a business focus and sponsorship. This project continues to provide relevant material for future research opportunities based around how more effectively to provide inclusive experiences for VET students and to avoid framing participants in negative and marginalizing ways.

Keywords

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

This is a preview of subscription content, log in via an institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Suggestions for further reading

  • Atkinson, J. (2007). Protecting or empowering the vulnerable: Mental illness, communication and the research process. Research Ethics Review, 3(4), 134–138.

    Article  Google Scholar 

  • Conolly, A. (2008). Challenges of generating qualitative data with socially excluded young people. International Journal of Social Research Methodology, 11(3), 201–214.

    Article  Google Scholar 

  • Little, D. (2010). Identity, efficacy, and disability rights movement recruitment. Disability Studies Quarterly, 30(1). Retrieved from http://dsq-sds.org/article/view/1013/1226.

  • Mills, C. (2006). Making a difference: Moving beyond the superficial treatment of diversity. Asia-Pacific Journal of Teacher Education, 36(4), 261–275.

    Article  Google Scholar 

  • Newell, C., & Offord, J. (2008). Activating human rights in education: Exploration, innovation and transformation. Canberra, ACT, Australia: Australian College of Educators.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Copyright information

© 2013 Mike Danaher, Janet Cook, Geoff Danaher, Phyllida Coombes and Patrick Alan Danaher

About this chapter

Cite this chapter

Danaher, M., Cook, J., Danaher, G., Coombes, P., Danaher, P.A. (2013). Framing Marginalized Communities. In: Researching Education with Marginalized Communities. Palgrave Macmillan, London. https://doi.org/10.1057/9781137012685_3

Download citation

Publish with us

Policies and ethics