Traversing Rough Terrain: Methodological Challenges of Participatory Action Research among Teacher Activists

Autor/in	Gilbert, William
Titel	Traversing Rough Terrain: Methodological Challenges of Participatory Action Research among Teacher Activists
Quelle	In: Educational Action Research, 30 (2022) 2, S.209-222 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gilbert, William)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2020.1856703
Schlagwörter	Participatory Research; Action Research; Epistemology; Activism; Teacher Attitudes; Teacher Researchers; Barriers; Conflict; Popular Education; Folk Schools; Doctoral Students; Socioeconomic Status; Group Dynamics; Teacher Collaboration; Faculty Development; Credibility; Interpersonal Relationship; Trust (Psychology); Elementary Secondary Education; Constructivism (Learning); North Carolina + Suchen Sie Ihr Suchwort? Forschungstätigkeit; Projektforschung; Erkenntnistheorie; Aktivismus; Politischer Protest; Lehrerverhalten; Lehrerforschung; Konflikt; Befreiungspädagogik; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Socio-economic status; Sozioökonomischer Status; Gruppendynamik; Lehrerkooperation; Glaubwürdigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This purpose of this article is to explore challenges and tensions associated with a participatory action research (PAR) project that occurred in 2019 and involved the author and five teacher activist co-researchers. This article opens with some brief context on the PAR project under focus before specifying the article's analytical methods. Next, the focus shifts to a longer discussion of several tension-producing aspects of this participatory research experience. These include challenges related to this project's recruitment process, relationship building, and the author's attempts to establish credibility within the activist community; tensions related to reflection and action; challenges related to epistemological orientations and facilitation style; and internal conflict and limitations related to the group's concluding action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01