scholarly journals Teaching Feminist Research Methods: Evidence-Based Teaching

2015 ◽  
Vol 7 (1) ◽  
pp. 90
Author(s):  
Angie Hattery ◽  
Shannon Davis
Keyword(s):  
Feminist Theory ◽  
Research Methods ◽  
Evaluation Research ◽  
Student Experience ◽  
Feminist Research ◽  
Methods Course ◽  
Evidence Based ◽  
Feminist Research Methods ◽  
Feminist Practice

What are Feminist research methods and how are they different from other, non-Feminist research methods? This presentation begins by interrogating the question of how research methods become labeled as Feminist. Building on this knowledge, we detail how this investigation guided our implementation of a new Feminist Research Methods course. The evaluation [research] of this course yielded information regarding the deeply ingrained connection students have between certain research methods and Feminist practice, despite completing a course that explicitly argued for the application of the label "Feminist" to any research rooted in Feminist theory or practices, regardless of the methodologies employed. Additionally, the evaluation [research] we performed of the first offering of this course has allowed us to revise the course based on evidence, not just "hunches," in ways that improve the student experience as well as identify some of the structural and pedagogical challenges when teaching Feminist research methods.

Complex Accountabilities: Deconstructing “the Community” and Engaging Indigenous Feminist Research Methods

2018 ◽  
Vol 42 (4) ◽  
pp. 1-20
Author(s):  
Gina Starblanket
Keyword(s):  
Research Methods ◽  
Knowledge Production ◽  
Indigenous Communities ◽  
Feminist Research ◽  
Indigenous Women ◽  
Analytical Strategies ◽  
Feminist Research Methods ◽  
Research Relationships ◽  
Significant Attention

Scholars have focused significant attention on the need for relational conceptions of “accountability” as alternatives to Western modes of knowledge production. This article suggests that conceptualizing accountability through the normative frame of the “community” can narrow the breadth of possible ways of realizing ethical and accountable research relationships and that critical analytical strategies to help ensure researcher accountability to diverse perspectives and experiences within Indigenous communities also demand our attention. The need for research to be driven by and for Indigenous communities has been emphasized, yet within colonial heteropatriarchy, deference to collective units has historically functioned to homogenize and/or erase the knowledge and experience of Indigenous women, girls, and GLBTQ2 peoples. Researchers and academics have the potential to either challenge or reproduce these tendencies in our own works; thus, a decolonial research and activist agenda must be informed by a commitment to address patriarchal and heteronormative structures both internal and external to Indigenous communities. To this end, I propose a turn to Indigenous feminist methodologies as a means of informing broader notions of responsibility and accountability.

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