Ethical Relationship Building in Action Research: Getting out of Western Norms to Foster Equitable Collaboration

Autor/in	Levitan, Joseph
Titel	Ethical Relationship Building in Action Research: Getting out of Western Norms to Foster Equitable Collaboration
Quelle	In: Canadian Journal of Action Research, 20 (2019) 1, S.10-29 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-7147
Schlagwörter	Action Research; American Indians; Ethics; Disadvantaged; Researchers; Interpersonal Relationship; Foreign Countries; Power Structure; Barriers; Western Civilization; Cultural Awareness; American Indian Languages; Critical Thinking; Perspective Taking; Access to Education; Peru + Suchen Sie Ihr Suchwort? Projektforschung; American Indian; Indianer; Ethik; Researcher; Forscher; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Cultural identity; Kulturelle Identität; Kritisches Denken; Zukunftsperspektive; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	In this article, I discuss a pervasive ethical issue when undertaking action research (AR) projects with communities that have been historically marginalized: how outsiders' learned, normative Western thinking makes building equitable relationships difficult. I then offer strategies for researchers coming from privileged, outsider positionalities to develop their reflective capacities in order to decolonize their thinking. The strategies are based on ten years of reflexive AR work with Quechua community members in rural Peru. The strategies offer guidance on how individuals might begin to transform their internal frameworks when thinking about "the other," in order to be able to build equitable relationships during action research projects. (As Provided).
Anmerkungen	Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://journals.nipissingu.ca/index.php/cjar/issue/archive
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01