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By framing the author’s scholarly life as curriculum, the paper presents a personal phronesis grounded in multicultural teaching and research, emphasizing how knowledge is constructed in doctoral preparation. It offers a personal and collective agenda to reconceptualize research as a public good and positions researchers as leaders for social justice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reconceptualizing-the-role-of-an-educational-researcher-a-critical-multicultural-educators-perspective/599807/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reconceptualizing-the-role-of-an-educational-researcher-a-critical-multicultural-educators-perspective/599807.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper link curriculum to the preparation of educational researchers?","Question",{"text":112,"@type":113},"It frames the scholarly life as curriculum, showing how doctoral preparation shapes knowledge construction and the role of researchers in social justice leadership.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the central emancipatory challenge identified for educational research and researcher preparation?",{"text":117,"@type":113},"The paper emphasizes the oppressive and emancipatory potentialities of research, particularly under neoliberal pressures, and argues for agentive action to minimize harmful practices.",{"name":119,"@type":110,"acceptedAnswer":120},"What does being “wide awake” mean in the author’s analysis?",{"text":121,"@type":113},"“Wide awake” refers to being morally and politically aware of values, commitments, and the conditions that frame or limit agency while navigating roles as teachers and researchers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599807,1792189068,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| \u003Cbr>| Reconceptualizing the Role of an Educational Researcher: A Critical Multicultural Educator’s Perspective |\n| --- | --- |\n\nDilys Schoorman, Florida Atlantic University  \nAbstract  \nCritical multicultural educators’ concerns about the oppressive and/or emancipatory potentialities of curriculum extend to the preparation of educational researchers. By framing one’s scholarly life as curriculum, this personal phronesis of the author’s scholarly journey as a multicultural teacher and researcher, highlights the implications for the knowledge construction process in the preparation of researchers as leaders for social justice. A personal and collective agenda for re-conceptualizing research as a public good is offered.  \nKeywords: critical multicultural education, educational research, doctoral education  \nCritical multicultural educators have been particularly cognizant of the oppressive and/or emancipatory potentialities of education.1 While these potentialities have been highlighted in educator preparation for primary and secondary educational contexts,2 they also exist for tertiary education, particularly in the education of future educational researchers.3 Based on the injunction of Kincheloe and McLaren (2005) to recognize the role of research in perpetuating hegemony, this paper draws on my insights as a critical multicultural educator to underscore crucial implications for the preparation and practice of educational researchers, especially in doctoral programs.  \nBy and large, the field of multicultural education has focused on the roles of educators in the advancement of educational equity. Researchers and scholars in the field have engaged in research about these struggles, but these studies have less frequently focused on the role of researchers themselves. Drawing on previous work that asked, “What is a critical multicultural researcher?”4 and the significant bodies of work that comprise multicultural education and critical approaches to research, the role of the educator and the researcher are integrated in this discussion of doctoral education as a social justice undertaking. An overview of what it means to be a multi-  \n1. This idea was advanced by Freire (2000) in the Pedagogy of the Oppressed. It has been central to the perspectives of critical multiculturalists such as Au (2014), May and Sleeter (2010), Spring (2013) and Vavrus (2015) .  \n2. For example, Grant and Sleeter (2011) in teacher preparation and Marshall and Oliva (2006) in leadership preparation in the K-12 contexts.  \n3. See Denzin, Lincoln and Smith (2008), Tobin and Steinberg (2015) and Torres and Reyes (2011) for discussions ofthe oppressive v. emancipatory potentiality of educational research methodology.  \n4. Schoorman and Bogotch (2010) .  \nCritical Questions in Education (Special Issue) 8:2 Spring 2017 117  \ncultural educator, particularly within the current context of neoliberal assaults on equity and education5 sets the basis for how this role might be understood in the context of doctoral education and the preparation of researchers. Adopting an autoethnographic stance, embodied in the notion of our lives as curriculum, I explore my role as an educator and the insights that this analysis generates about teaching and research.  \nFramed as a personal phronesis, this article offers a critical reflection on my role as a critical multicultural educator and its particular implications for my work as a researcher and that of the students whom I mentor as instructor, advisor, dissertation chair and doctoral coordinator. It draws on Freire’s (2000) principle of conscientization and Greene’s (1978) exhortation to us to be“wide awake”—both morally and politically—to our own values and commitments, the conditions that frame/limit them, and to our own agency, as we navigate our roles and obligations as professionals—as teachers and researchers, as community members and, simply, as human beings. Consequently, conscientization operates on multiple leve","cbCailBlgUexIA0E","https://ap.wps.com/l/cbCailBlgUexIA0E","pdf",566371,22,"English","# Reconceptualizing the Role of an Educational Researcher - A Critical Multicultural Educator’s Perspective\n## Critical questions about researcher preparation and social justice","[{\"question\":\"How does the paper link curriculum to the preparation of educational researchers?\",\"answer\":\"It frames the scholarly life as curriculum, showing how doctoral preparation shapes knowledge construction and the role of researchers in social justice leadership.\"},{\"question\":\"What is the central emancipatory challenge identified for educational research and researcher preparation?\",\"answer\":\"The paper emphasizes the oppressive and emancipatory potentialities of research, particularly under neoliberal pressures, and argues for agentive action to minimize harmful practices.\"},{\"question\":\"What does being “wide awake” mean in the author’s analysis?\",\"answer\":\"“Wide awake” refers to being morally and politically aware of values, commitments, and the conditions that frame or limit agency while navigating roles as teachers and researchers.\"}]","Reconceptualizing the Role of an Educational Researcher - A Critical Multicultural Educator’s Perspective | PDF",1792089480,55]