GSCO/BET Graduate Student Research Conference 2019


Embracing Tensions for Equity

Bridging Research, Policy, & Practice in Education

Friday, March 15, 2019, U-M School of Education

Proposal Applications Due January 22, 2019

As we engage in research, develop policy, and implement practice, we must resolve various tensions in order to create equitable solutions. Negotiating how to apply differing methodologies and navigating our positionalities and obligations to multiple stakeholders are a few of the inherent tensions in our work. Eliding these tensions is problematic—they have consequences for the lived experiences of every stakeholder in education, from students to policymakers.

The debate involving the Deferred Action for Childhood Arrivals (DACA), implemented in 2012, provides an example of the type of tensions involved in equity work. The administrative protections provided to Dreamers, children and young adults who entered the United States without documentation, are now in jeopardy under the current presidential administration. Researchers, policy-makers, and practitioners must grapple with tensions related to DACA’s position as an administrative program that can be more readily “rolled back,” as well as its prohibitions against providing undocumented students with federal and state financial aid, which potentially hinders Dreamers’ access to higher education. This is just one example of some of the overlapping tensions that inform the work of researchers, policymakers, and practitioners in that area.

Reimagine your current work: how can you leverage who you are and what you bring to your work in a way that productively and generatively confronts these tensions and promotes diversity, equity, justice and inclusion?

Click here to learn more about the GSCO Graduate Student Research Conference.

American Educational Research Association 2019


Excited to be attending the American Educational Research Association (AERA) 2019 Annual Meeting in Toronto, Canada!

I will be presenting a workshop with Carolyn Hetrick and Naivedya Parakkal titled "Moving Theory into Practice: Methodological Considerations Regarding Positionality, Identity, and Researcher Reflexivity." We worked hard to coordinate our proposal across three different time zones this past summer.


In this session, three researchers will share their methodological considerations about positionality, identity, and reflexivity. First, the researchers will draw upon a shared framework of critical race methodological literature to establish a common frame for understanding their otherwise disparate scholarship and to orient workshop participants to how the researchers see their work relating to extant reflexivity practices and scholarship. Second, the presenters will each share the methodological processes and theoretical orientations they have used to engage in rigorous (and ongoing) reflexivity and consideration of their positionalities. Third, the presenters will engage participants in small- and whole-group discussion to shed further light on how identities, contexts, conceptual approaches, and other methodological considerations both call for and influence researcher reflexivity and identity-investigation.

Carolyn Hetrick: Through the mirror: Methodological considerations for practicing critical reflexivity as a white researcher working with youth of color

Laura-Ann Jacobs: Twice adopted: A researcher’s investigation of multi-layered identity and reflexive practice

Naivedya Parakkal: Navigating ambiguities and changes in researcher reflexivity and positionality