Abstract

Resistance to simple narratives in education research comes from the stance that they render findings useless for the political work of understanding contexts of education as they exist today. This paper interrogates three stories of masking choices from a four year postcritical ethnographic study in the rural rustbelt Midwestern United States. These stories make visible how masking operates as both process and product within and part of white supremacist and colonizing systems. The author calls critical qualitative and postcritical researchers to interrogate the role of protection, answerability, and specificity in their work towards justice in terms of masking.

摘要

教育研究中对简单叙述的抵制来自于这样一种立场，即它们使研究结果对理解当今存在的教育背景的政治工作毫无用处。本文询问了美国中西部农村锈带地区为期四年的后批判民族志研究中关于掩饰选择的三个故事。这些故事让人们看到了掩饰如何作为过程和产品在白人至上主义和殖民系统内部和一部分运作。作者呼吁批判性的定性研究人员和后批判研究人员询问保护性、责任性和特异性在他们通过掩饰实现正义的工作中的作用。