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The researcher as cognitive activist and the mutually useful conversation

Research output: Contribution to journalArticle

Original languageEnglish
Pages (from-to)129-144
Number of pages16
JournalPower and Education
Volume9
Issue number2
Early online date23 Jun 2017
DOIs
DateAccepted/In press - 18 May 2017
DateE-pub ahead of print - 23 Jun 2017
DatePublished (current) - 1 Jul 2017

Abstract

This paper argues that in the study of political education, especially learning through social movement activities, the knowledge produced by the research will be of greater social use if researchers positions themselves as ‘cognitive activists’. This is because, the paper argues, the researcher needs to work in solidarity with social movements for socially just change in order to reconnect academic knowledge work to the wider struggles for social change. The paper thinks through the implications and ideas around this framing of research work and positionality. It then goes on to examine in detail one of the techniques for taking this position that of the mutually useful conversation frame of the research interview. Exploring why this thinking came about and how this framing of the interview is politically necessary for the cognitive activism proposed.

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  • Full-text PDF (accepted author manuscript)

    Rights statement: This is the author accepted manuscript (AAM). The final published version (version of record) is available online via Sage at http://journals.sagepub.com/doi/full/10.1177/1757743817714281. Please refer to any applicable terms of use of the publisher.

    Accepted author manuscript, 356 KB, PDF document

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