Exploring Poststructural Ethnography in Education: Insights from Choi (2006)

In the article, Doing Poststructural Ethnography in the Life History of Dropouts in South Korea, Choi (2006) delves into the complexities of using poststructural ethnography to study the lives of school dropouts. By examining the personal histories of individuals who left the education system in South Korea, Choi focuses on the importance of methodological approaches such as subjectivity, positionality, and reflexivity in qualitative research.

Choi emphasizes that poststructural ethnography provides a lens through which researchers can explore how identity, power, and discourse shape the experiences of marginalized individuals. In the case of school dropouts, these students' lives are influenced by societal expectations, cultural norms, and institutional structures that often marginalize their experiences. By adopting a poststructural approach, Choi challenges traditional notions of objectivity and highlights the researcher’s role in influencing the study’s outcomes. The researcher’s subjectivity and positionality are integral to understanding the interaction between the researcher and the researched.

A key theme in Choi's work is the concept of reflexivity. Reflexivity requires researchers to critically reflect on their influence in the research process, recognizing that their own biases, experiences, and social positions shape the research context. In this way, Choi calls for a more nuanced and self-aware approach to qualitative research, one that embraces the complexities of human experience and acknowledges the researcher’s role in the construction of knowledge.

This article is a valuable resource for educators and researchers interested in the intersection of qualitative methodology and educational issues. It invites critical reflection on how methodologies shape our understanding of students' lives, particularly those who are often overlooked by traditional educational research.

Reference.

Choi, J. A. (2006). Doing poststructural ethnography in the life history of dropouts in South Korea: Methodological ruminations on subjectivity, positionality and reflexivity. International Journal of Qualitative Studies in Education, 19(4), 435-453.

Restorative Justice in Schools: Bridging Gaps in Discipline - A Study by Lustick (2021)

Restorative justice is an educational approach that shifts the focus of discipline from punishment to repairing harm and restoring relationships. In urban school environments, where disciplinary practices often disproportionately affect non-White students, restorative justice aims to create a more equitable system of accountability. Lustick's (2021) study offers a compelling exploration of how restorative justice practices are implemented in New York City schools, and how they seek to address persistent racial disparities in discipline.

Lustick’s research, based on a purposive sampling strategy, centers on three small schools in New York City that have committed to using restorative practices as part of their discipline systems. These schools, with predominantly non-White student populations and mostly White staff, provide a unique lens through which the study examines the intersection of restorative practices and racial dynamics. By including interviews with 20 teachers, 10 administrators, and 24 students, as well as conducting observations and analyzing documents, Lustick’s study paints a detailed picture of how restorative justice works in practice across various levels of the school system.

The study’s findings highlight the potential for restorative justice to create more inclusive, understanding, and responsive disciplinary practices. However, it also reveals challenges, particularly in how restorative justice is perceived and applied in racially diverse schools. While these practices offer an alternative to punitive measures, they often face implementation struggles and inconsistencies in their application. Lustick’s research underscores the importance of understanding the lived experiences of students, teachers, and administrators in creating restorative practices that truly address racial disparities in school discipline.

Ultimately, Lustick’s study contributes valuable insights into the effectiveness and limitations of restorative justice in schools. It suggests that while restorative justice holds promise for fostering a more equitable educational environment, its success hinges on thoughtful, consistent application and ongoing reflection on its impact on racial dynamics within school communities.

Reference.

Lustick, H. (2021). “Restorative justice” or restoring order? Restorative school discipline practices in urban public schools. Urban Education, 56(8), 1269-1296.