Translating learners, researchers, and qualitative approaches through investigations of students’ experiences in school

Abstract

This article uses the conceptual framework offered by ‘translation’ to argue for transforming students into authorities and agents in research on educational practice. Drawing on various definitions of translation and highlighting the influence of recent feminist perspectives on translation studies, the article presents two cases that illustrate how learners can be translated into co-researchers of educational experiences, translating researchers into partners with students in making meaning through the research process, and translating qualitative research’s approaches and modes of presenting findings into new versions of those processes and products.