Addressing power and control issues in edicational research
This rejection of hegemony has major implications for researchers and the methods they employ. For example, when researching in Maori contexts, simply listening and recording stories of other people's experience is not acceptable. As Connelly and Clandinin (1990) point out, it is impossible for us as researchers to still our 'theorising voices'. As researchers we are constantly
our own stories as subjective voices is not adequate either. This ignores the impact that the stories of the other research participants have had on our stories or vice versa. Instead, as researchers we need to acknowledge our participatory connectedness with the other research participants. We need to promote a means of knowing that denies distance and separation and promotes commitment and engagement. In short, questions as to how we address issues of initiation, benefits, representation, legitimation and accountability all focus on past and current practices of imposition by the researcher over all of these areas. Our question, then, is how do we address concerns about researcher imposition?