Rachel Berman

A Critical Reflection on the Use of Translators/Interpreters in a Qualitative Cross-Language Research Project

Based on experiences from a qualitative research project on immigrant womens English language acquisition, we critiqued the traditional positivist model, and identified a number of issues related to the engagement of translators/interpreters in feminist and community-based research. The issues that we identified amount to serious questions about ambiguities and ownership of translated language content; assumptions about community familiarity and cultural similarity between researchers, translators, and participants; negotiation of power and authority in the research process; and the risks faced by translators. In the end, though individual research team members bear responsibility over these shortcomings and need to strive to make our research practices more inclusive and equitable, the institutional context of research imposes severe limitations on the ideal alternative model of working with translators and interpreters as co-researchers.

Exploring School Life from the Lens of a Child Who Does Not Use Speech to Communicate.

The “new sociology of childhood” emphasizes listening to the voices of children when conducting research about their lives. In keeping with this framework, the following case study highlights the use of inclusive strategies and the importance of the researchers orientation in exploring the perspectives of a child who does not use speech to communicate. To gather this childs perspectives about his school life, methodological tools such as a Talking Mat and Story Board Game were used. Approximately 62 picture symbols were created, and responses were documented via digital photographs and observational field notes. Findings from the Talking Mat demonstrate two themes: (a) mixed feelings and emotions regarding school life and (b) interactive social activities. Findings from the Story Board Game support the childs responses in the Talking Mat. This study demonstrates that the child is a capable and competent participant who maintains diverse perspectives pertaining to his life at school.

The Black baby doll doesn’t fit the disconnect between early childhood diversity policy, early childhood educator practice, and children’s play

ABSTRACT This article explores how multicultural policy approaches, which mandate the inclusion of culturally and ethnically ‘diverse’ play materials in early childhood classrooms influence the pedagogical practice of educators and, in turn, children’s play and social interactions. Using data collected through participant observation of children’s play in a preschool/kindergarten classroom, interviews with early childhood professionals, and document analysis of a particular early years policy, we highlight the shortcomings of the focus on physical materials as the primary strategy for addressing ‘race’ and other forms of difference in early childhood education. Assumptions about children’s play are examined and critiqued, with examples of children’s play episodes provided to emphasize how play reproduces systems of power and oppression present in the broader social context. A number of recommendations are offered for both professional practice and the reconceptualization of early childhood policy.