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A team of systematic reviewers successfully completed a government-commissioned review of ‘what works to improve post-school outcomes for youth with disabilities’ in 2012. Despite its success, interviews with 10 review team members revealed dissatisfaction with the process and indifference to its outcomes. The purpose of our analysis was to examine how the systematic review process itself led to review team members’ feelings of indifference, resignation, and pessimism. Drawing on the writings of Henry Giroux, Gert Biesta, and Hanna Arendt that warn of the death of democracy and the rise of totalitarianism, we explored how the systematic review certification process, examinations, rules, and structures deadened democratic deliberation and critique necessary, we argue, to conducting good educational science. We end with a call for systematic reviews in education whose researchers, products, and processes remain ethically oriented to keeping democracy alive. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
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This article introduces the special issue, “Manufacturing Trustworthiness in Qualitative Research.” Rather than viewing trustworthiness as an inherent product of high-quality research practices, this special issue considers how researchers manifest and construct appearances of trustworthiness within and through academic texts. Conceptualizing trustworthiness as produced within scholarly writing opens the idea of trustworthiness to broader scrutiny, but also to a wider array of possibility—if trustworthiness is not singular or solely produced through methodology, then it is malleable and full of potential. It is not one trustworthiness, but a million tiny trustworthiness manifested and proliferated across multiple research accounts and readerly engagements. This is our special issue’s conceptual play space that sometimes pushes on and against the notion of trustworthiness itself, and in which the authors, coming from a range of orientations, explore and tinker with their ideas of trustworthiness, highlighting how they produce their research as “trustworthy.” © The Author(s) 2025
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Academic success is now coupled with social media engagement. Social media has become so normalized in the academy that absent a carefully curated social media presence, scholars risk being seen as unscholarly, unproductive, and unpopular. This article lays bare the pressures, mechanisms, and monstrosities of using social media to promote scholarship. We argue that the widespread adoption of social media outpaces critical attention to its ethics and wonder about the future of public scholarship and the monstrous scholarly selves we are becoming. Thinking of monstrosity, with Krecˇicˇ and Žižek, as the preontological domain that rests beneath society and constitutes alterity and otherness, we ask what kinds of #scholarfamousmonsters we want to be, become, and promote in the digital era.
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- Journal Article (5)
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- English (3)