Abstract

A central challenge to addressing what becomes taken-for-granted in method in educational research is socialization into the field. During graduate training, students and their mentors are challenged by unique projects. Here, authors, two early career scholars and a faculty mentor, offer a critical interrogation of socialization experiences related to methods of anonymizing and masking, questions of responsibilities to varying publics, and the good that research might, or might not, do in the world by sharing a co-constructed narrative based on interactive interviews which took place over six months. The authors identify saddle points, or points of stillness, within these conversations that offer, but do not dictate, considerations for teaching practices of anonymizing and masking as part of qualitative research training and socialization.

摘要

解决在教育研究方法中被视为理所当然的问题的一个核心挑战是该领域的社会化。在研究生培训期间，学生和他们的导师会受到独特项目的挑战。在这里，作者，两位早期职业学者和一位教师导师，对与匿名和掩饰方法相关的社会化经历、对不同公众的责任问题以及研究可能或可能不会在世界上产生的好处进行了批判性的审问通过分享基于六个月的互动式访谈共同构建的叙述。作者在这些对话中确定了鞍点或静止点，这些对话提供了但不决定将匿名和掩蔽教学实践作为定性研究培训和社会化的一部分的考虑因素。