From theoretical language to the interstices of daily practice: Reducing competency stripping through transformative teaching and learning

Abstract

As a part of the next generation of critical qualitative scholars, we hope to challenge the current connections (or lack thereof) between methodological paradigms and lived action in order to achieve marked social change. Yet we operate within institutionalised boundaries and an academic culture that does not often encourage critical interrogations of research questions or the exploration of social justice issues (Austin 2002). Giroux and Giroux (2004, 82) state that educators need a ‘new language’ in which young scholars are central to social and public transformation. This paper addresses this new language and extends the argument to include congruent daily action.

Specifically, the goal of the paper is to encourage language and daily practices that promote transformative research and teaching on social justice issues in a way that mirrors our critical methodological choices. Further, we seek to address institutionalised silence regarding teaching and learning pedagogies through exploring power relationships (Foucault 1976) between rising scholars and current faculty via exploration of instructional vignettes. We argue that congruency between theoretical language and daily action may be fostered within faculty/student relationships in order to encourage future scholars to actualise a connection between reflexivity, theory and practice. We showcase the dissonance that exists between the current language with which we critically speak about our methodologies and potential transformative language among faculty and graduate students during a critical time of learning.

Notes

1. At the time we wrote our first draft of this paper, we were graduate students (Pasque and Kuntz 2006). At the time of publication, we have transitioned to assistant professor positions. Our writing includes reflective thinking at different points in our early careers.