Einsätze feministischer Erkenntnistheorie für partizipative Forschung im Kontext sozialer Ungleichheit

Autor(en)

Lena Tanzer, Helga Fasching

Abstrakt

Participatory research can be considered a fruitful methodology in the study of social inequality. Feminist epistemologists point out the relevance of participants' involvement in research not only for ethical, but also for epistemic reasons. However, their inclusion as co-researchers comes with several difficulties, such as tacit hierarchies in research contexts due to unequal social positions. We argue that these issues can be described as a matter of recognition. Referring to the theory of recognition, we discuss connections between participatory research and feminist epistemologies. Thereby, recognition can be defined not only as a valuing attitude but also as performative acts of speech that affect the participants' social position. As one result, we introduce the term relational recognition. We transfer our considerations to a methodical level by discussing them in relation to reflecting teams (ANDERSEN, 2011 [1991]), a method which has been adopted to evoke more participation within the research project Kooperation für Inklusion in Bildungsübergängen [Cooperation for Inclusion in Educational Transitions]. In doing so, the interdependencies between participatory research and feminist epistemologies can be shown on both a methodological and methodical tier.

Organisation(en)

Institut für Bildungswissenschaft

Journal

Forum Qualitative Sozialforschung

Band

23

Anzahl der Seiten

28

ISSN

1438-5627

DOI

https://doi.org/10.17169/fqs-23.1.3761

Publikationsdatum

2022

Peer-reviewed

Ja

ÖFOS 2012

503034 Inklusive Pädagogik

Schlagwörter

ASJC Scopus Sachgebiete

Allgemeine Sozialwissenschaften

Sustainable Development Goals

SDG 4 – Hochwertige Bildung

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/e6b1ddbf-6ff3-4814-927a-0adade4bb039