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Title
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Replacing Representation With Imagination: Finding Ingenuity in Everyday Practices
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Abstract/Description
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This chapter is a call for consequential education research that has transformative potential: intellectually, educationally, and socially. It is about learning to see differently. It is an argument about seeing our work with youth and communities in ways that can help education researchers see ingenuity instead of ineptness and inability, to see resilience instead of deficit, and to imagine futures with youth from nondominant communities instead of imposing failure. We use the notion of “learn-ing to see” both metaphorically and as a theoretical lens and methodological guide to illustrate how rigorous and consequential education research can help us imagine and design new forms of learning and schooling. We argue that rupturing educational inequality also involves new forms of inquiry that help reconceptualize what it means to work with nondominant communities.
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Author/creator
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Gutiérrez, Kris D.
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Cortes, Krista
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Cortez, Arturo
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DiGiacomo, Daniela K.
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Higgs, Jennifer
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Johnson, Patrick
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Ramón Lizárraga, José
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Mendoza, Elizabeth
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Tien, Joanne
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Vakil, Sepehr
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Date
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2017
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In publication
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Review of Research in Education
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Volume
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41
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Issue
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1
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Pages
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30-60
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Language
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en
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Open access/full-text available
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en
Yes
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Peer reviewed
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en
Yes
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ISSN
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0091-732X
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Citation
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Gutiérrez, K. D., Cortes, K., Cortez, A., DiGiacomo, D., Higgs, J., Johnson, P., Ramón Lizárraga, J., Mendoza, E., Tien, J., & Vakil, S. (2017). Replacing Representation With Imagination: Finding Ingenuity in Everyday Practices. Review of Research in Education, 41(1), 30–60. https://doi.org/10.3102/0091732X16687523
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Abbreviation
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Review of Research in Education
Critical Perspectives on the Contexts of Improvement Research in Education
Critical Perspectives on Educational Innovation and Improvement Science
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