PERC 2021 Abstract Detail Page
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| Abstract Title: | Doing Physics Education Research Inclusively: Designing for Variation in Participants’ Needs, Abilities, and Interests |
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| Abstract: | In this workshop, participants will consider the role of disability in physics education research (PER). In response to Pugach, Matewos & Gomez-Najarro's (2020) claim that disability remains a "precarious guest" at the social justice table, we will explore options for considering disability as part of diversity in PER. Participants will take up questions posed by Pugach, Matewos & Gomez-Najarro to consider the potential for disability in their own research project. We will describe our development of a tool for critically examining the environments we design (e.g., education research spaces) to identify which categories of abilities (i.e., physical/mobility, visual, hearing, cognitive, health, and emotional/mental health) are privileged and which are simultaneously taxed, and how we have used the tool to analyze our own research project to identify exclusionary practices (i.e., requiring participants to participate in synchronous, spoken interviews) and designed more inclusive options (i.e., allowing participants to participate by asynchronously responding to interview questions in writing). Participants will use the tool to analyze their own research projects to identify instances of exclusionary practices and brainstorm how to incorporate more inclusive practices. Recommended pre-workshop reflection questions and a suggested article are available at http://tiny.cc/PERC2021 The workshop goals are: 1) Participants will recognize disability as a dimension of identity that should be explored in PER investigations; 2) Participants will identify research practices that privilege and tax certain dimensions of ability. |
| Abstract Type: | Workshop |
| Session Time: | Parallel Sessions Cluster II |
Author/Organizer Information | |
| Primary Contact: |
Jacquelyn Chini University of Central Florida Orlando, FL 32816 Phone: 8569066639 |
| Co-Author(s) and Co-Presenter(s) |
Erin Scanlon, University of Connecticut, Avery Point Daniel Oleynik, University of Central Florida |
Parallel Session Information | |
| Activity Description: | The initial portion of the session will be a presentation to invite participants to consider the role of disability in their research projects (which are likely not focused specifically on disability) and build a case for attending to disability in a variety of research projects (e.g., arguing that a research project developing a concept inventory should consider how students with impairments can access the inventory). Then, we will present a tool to support analysis of the dimensions of ability that are privileged or taxed by an activity (i.e., participating in an interview through Zoom) and demonstrate how we have used this tool to identify exclusionary practices in our research design and to build more inclusive practices. In the active portion, participants will choose their own research activity to critically examine with the dimensions of ability tool. They will consider what dimensions are taxed and brainstorm more inclusive practices. Facilitators will lead share out within small groups and to the whole group. |
