AUTHOR=Clark Emily B. 

TITLE=“Aggravated, everyday aggravated—everyday”: senseMaking to truth tell, talkback and find belonging in educational research

JOURNAL=Frontiers in Education

VOLUME=8

YEAR=2023

URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2023.1175457

DOI=10.3389/feduc.2023.1175457

ISSN=2504-284X

ABSTRACT=<p>This article explores an analytical, reflexive, epistemological, and liberatory research approach I call senseMaking. This article draws upon data from a larger narrative study of participants who work(ed) and/or learn(ed) in self-contained special educational environments in New York City. I use creative writing and quilting as examples of senseMaking tools to complicate and question the deficit-laden narratives and research that currently inform decision making about special education and traditional methods of educational research.</p>