Critical qualitative research informs social education through a
lens that ensures the investigation of issues in education tied to
power and privilege, ultimately leading to advocacy and activism.
The concept of critical is increasingly challenged in this age of
neoliberal reform; nevertheless, critical implies questioning,
investigating and challenging in terms of equity and social
justice, leading to critical consciousness (Freire, 1970). While we
resist defining social education, as hopefully these ideas /
concepts are fluid, the idea stems from a continual analysis and
synthesis of critical theory/ critical pedagogy, media and cultural
studies, social reconstruction / social justice, and social studies
education framed by culturally responsive pedagogy. A social
education take on critical qualitative research thus suggests
multiple truths and perspectives and focuses on questions rather
than answers. While many have written on qualitative educational
research and some have attempted to integrate critical pedagogy and
qualitative research, few have explored the specific idea of social
education and critical qualitative research. A major issue is that
social education claims that there are no set procedures, scripted
approaches, or narrow definitions as to the possibilities of
research endeavors. Social education researchers make the process
and investigation their own and adapt questions, procedures,
methods, and strategies throughout the experience. This reflects an
ever changing criticality in the bricolage of the research
(Steinberg, 2011). Critical qualitative research and social
education are vital for the world of the 21st century. The
onslaught of neoliberalism, corporatization, standardization,
testing, and the continuing attack on public schools and educators
necessitate critical approaches to teaching and learning along with
critical qualitative research in social education. Ongoing issues
with equity and social justice tied to race, ethnicity, class,
orientation, age, and ability linking to schooling, education,
teaching and learning must be addressed. The struggle between
unbridled capitalism and democracy warrant these investigations in
the 21st century, hopefully leading to advocacy and activism.
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