Living Action Research in Course Design: Centering Participatory and Social Justice Principles and Practices

Autor/inn/en	Gardner, Morgan; Hammett, Roberta
Titel	Living Action Research in Course Design: Centering Participatory and Social Justice Principles and Practices
Quelle	In: Canadian Journal of Action Research, 15 (2014) 3, S.5-21 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-7147
Schlagwörter	Action Research; Higher Education; Social Justice; Democratic Values; Online Courses; Transformative Learning; Curriculum Design; College Faculty; Self Evaluation (Individuals); Course Descriptions; Instructional Design; Assignments; Teaching Methods; Learner Engagement + Suchen Sie Ihr Suchwort? Projektforschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Gerechtigkeit; Online course; Online-Kurs; Pädagogische Transformation; Lehrplangestaltung; Fakultät; Kursstrukturplan; Lesson concept; Lessonplan; Unterrichtsentwurf; Assignment; Auftrag; Zuweisung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Action research (AR) courses provide openings in higher education to engage students, schools and communities in democratic and socially just ways within the contexts of research, classroom learning and broader social interactions. Such opportunities are strengthened when instructors design AR courses with the goal of enabling students to experience and 'live' AR principles within the learning environment itself. In this paper, we describe and critically examine how social justice and democratic principles were reflected and experienced by students in two online AR courses we co-designed. Our findings suggest AR courses embedded with AR principles can become transformative learning environments. (As Provided).
Anmerkungen	Nipissing University. 100 College Drive, Box 5002, North Bay, Ontario, P1B 8L7 Canada. Tel: 705-474-3450; e-mail: cjar@nipissingu.ca; Web site: http://cjar.nipissingu.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01