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Cited by 2Qualitative Research Methods and EthicsCritical Race Theory in EducationArt Education and Development

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Using Positionality and Theory in Historical Research: A Personal Journey

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Hardy, Debra M.·2021·Journal of Cultural Research in Art Education
DOI 10.2458/jcrae.4797
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Abstract

As histories within art education expand to cover topics outside of the majoritarian narrative, historians need to take into consideration the ways in which their positionality influences their relationship with their historical subjects. This paper is a meditation on the experience of a White female researcher studying the life of Margaret Burroughs, a Black art education and institution-builder from Chicago. By focusing on positionality in both theoretical positionality and researcher positionality, a case is built for historians to interrogate the relationship between researcher and subject, even when living participants are not involved in the study.

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Research works printed but not linked: 52

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Metadata

Authors
Hardy, D. M.
Affiliations
The Ohio State University (US)
Corresponding author
Hardy, Debra M.
Venue
Journal of Cultural Research in Art Education
Publisher
University of Arizona
Published
2021-12-30
Volume
38
Issue
1
ISSN
  • 2152-7172 (ISSN-L)
  • 2832-8388
DOI
10.2458/jcrae.4797
OpenAlex
W4287891468
Cited by
2
References
3
Citations by year
2025: 1 · 2023: 1
FWCI
0.35
Type
journal article
Language
en
Open access
Licence
creativecommons.org/licenses/authors (unspecified)
Locations
Journal of Cultural Research in Art Education (publishedVersion)
Topics
  • Social Sciences › Sociology and Political Science › Qualitative Research Methods and Ethics
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
  • Social Sciences › Arts and Humanities › Visual Arts and Performing Arts › Art Education and Development
Keywords
researcher positionality, researcher-subject relationship, historiography

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