Participatory Action Research in Culturally Complex Societies: Opportunities and Challenges

Autor/inn/en	Balakrishnan, Vishalache; Claiborne, Lise
Titel	Participatory Action Research in Culturally Complex Societies: Opportunities and Challenges
Quelle	In: Educational Action Research, 25 (2017) 2, S.185-202 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2016.1206480
Schlagwörter	Participatory Research; Action Research; Multicultural Education; Cultural Pluralism; Ethics; Transformative Learning; Activism; Foreign Countries; Adolescents; Secondary School Students; Learning Processes; Moral Issues; Values; Trust (Psychology); Asians; Cultural Influences; Theory Practice Relationship; Natural Resources; Student Empowerment; Malaysia + Suchen Sie Ihr Suchwort? Forschungstätigkeit; Projektforschung; Multikulturelle Erziehung; Kulturpluralismus; Ethik; Pädagogische Transformation; Aktivismus; Politischer Protest; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Learning process; Lernprozess; Moraltheorie; Wertbegriff; Asian; Asiat; Asiatin; Asiaten; Asiate; Cultural influence; Kultureinfluss; Theorie-Praxis-Beziehung; Natural Ressource; Natürliche Ressource; Studienberechtigung
Abstract	One of the aims of participatory action research (PAR) is to bring realities of lives closer together through dialogue and "conscientization," raising critical awareness among participants from all backgrounds. Promoting participation often assumes a power shift from the decision-makers to the majority of society, who can be the end-receivers of decisions made. Once some kind of awareness is achieved, the participants should be able to challenge the causes of their perceived oppression, or resolve the suffering that is endured, if that is what they hope to achieve. However, the situation is more complex in many contemporary societies, in which there are not only differing cultural beliefs related to religion, but different ontologies about being and living in the world. There is much contemporary debate about the possibilities of critique that take on board divergent sociomaterial realities within the same classroom. Practical and structural differences can pose challenges to conducting PAR research. In this article, we address the distinctive nature of PAR in relation to a culturally diverse group of participants. We argue that research using a PAR framework can result in subtle ethical challenges, which also provide insights for opportunities and strategies. Drawing from the authors' experiences in multicultural education and working with culturally diverse youth and postgraduate students, opportunities and challenges of applying a PAR approach are discussed. We conclude with the suggestion that PAR remains consistent with its original transformative goals, but also remain open to further explorations of activism that address pressing contemporary concerns within culturally complex societies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01