Abstract

This article examines how graduate students in a semester-long research course, a capstone experience in a master’s program in teaching and learning, came to redefine what counts as educational research. The students were challenged to conduct a research project, while also exploring how their ideas about teaching and research delimited their work. This inquiry revealed a central paradox in education research—that by calling for more teacher voice in research we may liberate teachers and students to do their work differently, while also perpetuating narrow colonial conceptions of what it means to be a teacher and conduct teacher research. The author argues that in order to decolonize teaching and research, students need opportunities to develop a political analysis that will help expose the contradictions that abound in schools, universities, and society.

Keywords: inquiry stance, teacher voice, colonial thinking, neoliberalism, teacher accountability, standards and accountablity

How to Cite:

Charest, B., (2019) “Navigating the Shores: Troubling Notions of the Teacher as Researcher”, International Journal of Critical Pedagogy 10(2).