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It also frames dissemination as a constructive act while recognizing the difficulties of bridging communicative gaps among researchers, teachers, and students.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/respecting-the-struggle-deciding-what-to-research-and-why/593458/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/respecting-the-struggle-deciding-what-to-research-and-why/593458.png","ImageObject",300,407,{"name":42,"@type":43},"Jasmine","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main focus of Lesley A. Rex’s paper?","Question",{"text":63,"@type":64},"The paper focuses on how education researchers produce and disseminate knowledge, and why doing so is an ethical imperative through accessible global networks.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does Rex use ideas from other scholars in the introduction?",{"text":68,"@type":64},"Rex builds on keynote perspectives by Erika McWilliams and Bill Green, emphasizing partnership-based knowledge building and framing “practice” as action within the communicative gap between teachers and students.",{"name":70,"@type":61,"acceptedAnswer":71},"Why does Rex frame education research using the concept of struggle?",{"text":72,"@type":64},"Rex argues that a “meta-narrative of struggle” remains a useful frame for education researchers, while also noting that what it means to struggle has evolved over time.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593458,1792486087,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":127,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Respecting the Struggle: Deciding What to  \nResearch and Why  \nLesley A. Rex  \nUniversity of Michigan  \nIntroduction  \nIn the spirit of making connections, I begin by referring to the keynote talks by Erika McWilliams and Bill Green. They both link to what I am addressing here – the circumstances of education research knowledge at this time in history. Both authors take up the issue of knowledge-building through research in education and how to regard it productively and hopefully as we move forward.  \nMcWilliam challenges us to rethink the linear-cumulative educational process model and to take up the analogy of the knight’s move. She encourages us to think about how education researchers can build knowledge within tessellated partnerships as methodological alliances from outside as well as inside education. Bill Green spells out how building educational knowledge can be thought of as an impossible, never finished enterprise. Yet, rather than regard this condition as a negative, he construes it as the place for action. His focused meditation on “practice” encourages us to embrace the communicative gap between teachers and students as a site of action, learning, and possibility.  \nI mean to add a third dimension to their treatises on education knowledge by focusing on its production and dissemination as constructive acts by interested people. That is to say, I will spend some time looking at the work we do as researchers. I will lay out a framework to give us pause to consciously reflect on how we create knowledge and for whom.  \nTalking about my scholarship to Australians is more than a bit nerve wracking. It is rather like bringing coals to Newcastle because Australian scholars have fueled my own development. Two scholars in particular were early defining influences: Bronwyn Davies and Annette Patterson. A study in the 1980s by Bronwyn Davies and Kathy Munro (1987) showed me how I could see classroom activity from the point of view of a student ethnically and culturally positioned as a minority and an outsider. Not only that, the study illustrated how to view as quite sensible from the child’s perspective  \nThe Australian Educational Researcher, Volume 37, Number 1, April 2010 •1  \nLESLEY A. REX  \nwhat to a teacher might seem like antisocial and problematic behavior. For me, that application of a critical lens and persuasive methodology was evidence that a particular research approach could be transformative. Then, I encountered concrete evidence that theory and practice can work together to inform teaching and curriculum. The Chalk Face Press series of critical approaches to text, by Bronwyn Mellor, Marnie O’Neill and Annette Patterson (Mellor, Patterson & O’Neill, 2000; Mellor, O’Neill, & Patterson, 2000; Mellor & Patterson, 2001) showed me that materials with sound theoretical orientations can be respectful of and useful for practitioners.  \nIn this paper, I will speak to the conference theme – “Inspiring Innovative Research by Creating Global Networks”. I will launch an argument for not only the inevitability but also the ethical imperative for researchers to disseminate their research-produced knowledge to education stakeholders through accessible global resource networks. Drawing from philosophy, research and my own work, I will explain the stance I advocate we researchers should assume to do so, and the difficulties of that charge. I will assert that as researchers we are well advised, and should not be disheartened, to describe what we do as “standing on quicksand” and “twisting in the wind”. Thereis opportunity to be seen and seized in this condition.  \nChoosing a Place to Stand  \nUtilizing post-modern ways of thinking and critical stances, Australians have contributed intellectual and research tools for deconstructing unfair and unjust schooling policies and practices. For example, in Australia your intellectual history has directed you toward critical theories to reshape teacher education much more comprehensively","cbCaiu1Y6nheyvrY","https://ap.wps.com/l/cbCaiu1Y6nheyvrY","pdf",217801,"English","# Introduction\n## Choosing a Place to Stand","[{\"question\":\"What is the main focus of Lesley A. Rex’s paper?\",\"answer\":\"The paper focuses on how education researchers produce and disseminate knowledge, and why doing so is an ethical imperative through accessible global networks.\"},{\"question\":\"How does Rex use ideas from other scholars in the introduction?\",\"answer\":\"Rex builds on keynote perspectives by Erika McWilliams and Bill Green, emphasizing partnership-based knowledge building and framing “practice” as action within the communicative gap between teachers and students.\"},{\"question\":\"Why does Rex frame education research using the concept of struggle?\",\"answer\":\"Rex argues that a “meta-narrative of struggle” remains a useful frame for education researchers, while also noting that what it means to struggle has evolved over time.\"}]","Respecting the Struggle - Deciding What to Research and Why | PDF",1792077300,48]