The Roles and Responsibilities of Action Research Networks in Times of Crisis: Lessons from the Action Research Network of the Americas

Autor/inn/en	Call-Cummings, Meagan; Hauber-Ozer, Melissa; Rowell, Lonnie; Ross, Karen
Titel	The Roles and Responsibilities of Action Research Networks in Times of Crisis: Lessons from the Action Research Network of the Americas
Quelle	In: Canadian Journal of Action Research, 20 (2020) 3, S.19-35 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-7147
Schlagwörter	Action Research; Educational Research; COVID-19; Pandemics; Capacity Building; Democracy; Activism; Participatory Research; Democratic Values; Social Change + Suchen Sie Ihr Suchwort? Projektforschung; Bildungsforschung; Pädagogische Forschung; Demokratie; Aktivismus; Politischer Protest; Forschungstätigkeit; Sozialer Wandel
Abstract	Against the backdrop of the COVID-19 pandemic, we explore the perceived roles of action research networks during times of crisis and then consider our own experiences grappling with our responsibilities as members of the Action Research Network of the Americas (ARNA) in highlighting and building solidarity through its Knowledge Democracy Initiative and Social Solidarity Project. To critically reflect on our work, we consider the usefulness of Gaventa's (1991) three strategies for knowledge democratization to action research networks in "perilous" times and the responsibility of action research scholars-advocates-activists-participants to anchor our work in an ethos of knowledge democracy. In conclusion, we issue a call to embrace critical, participatory forms of action research, and creative, new pathways for the work of knowledge democracy. (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	2024/1/01