Search results for: Participatory research
Page 1/2 17 items
Managing the delicate matter of advice giving: accomplishing communicative space in Critical Participatory Action Research
Critical Participatory Action Research (CPAR) requires communicative space to develop shared understandings and decisions. The authors examine the interactional accomplishment of such a space between a classroom practitioner and an academic researcher when meeting to reflect on a lesson and agree on future action to bring about change in the practitioner’s classroom practice. Conversation analysis of an audio recording of the meeting establishes how advice giving emerged and was managed as a delicate matter that required achieving shared understandings of what actually happened in the lesson, what could have happened, and what should happen in future lessons. Findings provide insights into how participants used reported and hypothetical speech to manage advice and reach agreement, produce and maintain intersubjectivity through interaction, and address epistemic asymmetry related to the differing experiences and roles that they brought to the action research study. Overall, the article contributes understandings of the ways that interactions produce communicative space in CPAR.
Updated: Feb. 04, 2021
Construction of educational knowledge with the Mapuche community through dialogical-kishu kimkelay ta che research
This paper reports the development of a Mapuche education programme in the context of indigenous demands and claims in relation to education, specifically the Bafkehce Mapuche community who live in the Araucanía Region of Chile. The central objective defined was to systematise, jointly with the indigenous community, the components defined as educational knowledge in order to generate a Mapuche education. The study was approached using the dialogical-kishu kimkelay ta che methodology, developed jointly with a Maci (responsible for ceremonies), two Kimches (sages), a Gütancefe (bone-setter), Mapuche teachers, and undergraduate teaching students and academics. The results show epistemic and gnoseological categories which differ from the westernised Chilean categories of education, thus allowing a Mapuche education programme to be generated in order to establish a dialogue between educational knowledge in the indigenous context and in the Chilean western context.
Updated: Dec. 04, 2019
As a means to improve teacher preparation and teacher quality that impacts student achievement, the Australian government has recently encouraged formal partnerships between tertiary providers, schools and education systems in delivering teacher education and professional development, in particular for mentors. This article documents challenges and initial findings of the first year of a school-university partnership involving an Australian regional university and K-12 teacher-mentors located in rural schools. It describes the design and implementation of a contextualised professional development model, using participatory action research to build teacher capacity for mentoring and foster a culture of collaborative inquiry.
Updated: Oct. 07, 2019
This paper introduces the concept of ‘co-impact’ to characterise the complex and dynamic process of social and economic change generated by participatory action research (PAR). The authors developed a conceptual framework, based on a threefold distinction between ‘participatory’, ‘collaborative’ and ‘collective’ impact. They apply this framework to a case study action research project, Debt on Teesside, working with low-income households in North East England. They aimed to show what kinds of individual, organizational and social changes were generated in this particular case, and what conceptual framework might be useful for organising and understanding co-impact.
Updated: Sep. 06, 2018
Microblogging about Teaching: Nurturing Participatory Cultures through Collaborative Online Reflection with Pre-service Teachers
This study investigated the possibilities and challenges of using Edmodo as a reflective tool. Overall findings indicate that Edmodo was generally user-friendly and fostered substantive interactions among peers, and students and instructors perceived that collaborative reflection led to growth among pre-service teachers. In addition to the ease of using the Edmodo interface, many students expressed that they enjoyed the choice afforded by the medium.
Updated: Jan. 18, 2016
Participatory Action Research as Pedagogy: Investigating Social and Ecological Justice Learning within a Teacher Education Program
This article describes a research collective, which sets out to investigate the role and impact of social and ecological justice learning in a teacher education program. Amidst the tensions, negotiations, and articulations of the research design, the collective came to recognize the spaces of participatory action research as sites of growth and efficacy toward justice learning. And, each began to perceive themselves as both impacted by educational structures and as agents enacting their own visions of professional practice. These outcomes are discussed in the context of the growing body of participatory action research, emphasizing the dynamic learning precipitated within the intersections of the research collective.
Updated: Jul. 07, 2015
Communities of Practice and Participatory Action Research: The Formation of a Synergy for the Development of Museum Programmes for Early Childhood
The purpose of this study was to integrate the ideas of community of practice and participatory action research. This integration formed by the synergy between a natural history museum and a university department of pre-school education, which undertook participatory action research aimed at the creation of innovative museum programmes for young children. Data analysis and the evaluation of the research process show that the community was able to bring its situated knowledge into question and interrogate propositional knowledge. The authors conclude that both communities of educational practice and participatory action research can help participants develop the shared vision that is necessary for the development of a rigorous and better practice.
Updated: Dec. 29, 2014
The current study describes the experiences of a group of teacher educators as they worked together in a collaborative research activity investigating theories of literacy and the preparation of secondary teachers. After four years of collaboration, the narratives of the members of the group revealed (a) changes to the practices and identities of the participants, (b) how the group formed a community, and (c) the ways in which the institution supported the work of the group.
Updated: Aug. 22, 2012
This article reports on a collaborative research study regarding the practice and impacts of assessment for learning in science, geography and history classes. Three secondary teachers and two university researchers participated in the study. The research provides insights into how teachers and researchers can collaborate to develop a research and practice agenda.
Updated: Aug. 22, 2010
This article, grounded in activism, documents the authors’ collaborative participatory research on the effects of privatized public education on queers. This article highlights how education is being re-formed through appeals to 'private choice' and at the same time select public issues are devalued by being called private and outside the bounds of normative 'professional' attention.
Updated: Jul. 13, 2010