Literaturnachweis - Detailanzeige
Autor/inn/en | Cook, Tina; Brandon, Toby; Zonouzi, Maryam; Thomson, Louise |
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Titel | Destabilising Equilibriums: Harnessing the Power of Disruption in Participatory Action Research |
Quelle | In: Educational Action Research, 27 (2019) 3, S.379-395 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Cook, Tina) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0965-0792 |
DOI | 10.1080/09650792.2019.1618721 |
Schlagwörter | Action Research; Participatory Research; Foreign Countries; Research Projects; Democracy; Vertical Organization; Prior Learning; Attitude Change; Power Structure; Vignettes; Mental Health; Cultural Influences; Public Policy; Disabilities; Personal Autonomy; Caregivers; Family Programs; Inquiry; Empowerment; Freedom; Communities of Practice; Public Health; United Kingdom Projektforschung; Forschungstätigkeit; Ausland; Forschungsvorhaben; Demokratie; Vorkenntnisse; Attitudinal change; Einstellungsänderung; Psychohygiene; Cultural influence; Kultureinfluss; Öffentliche Ordnung; Handicap; Behinderung; Individuelle Autonomie; Caregiver; Carer; Betreuungsperson; Pfleger; Family program; Familienprogramm; Freiheit; Community; Gesundheitswesen; Großbritannien |
Abstract | This article draws on insights gained from three projects described as participatory action research (PAR) undertaken in the UK. What binds them together is that each project coordinator raised the issue of the under-representation of opportunities for disruption in the possible trajectory to knowledge democracy.PAR places a relational process at the centre of the research practice. It brings together people with varied knowledges, perspectives and experiences and aspires to be a non-hierarchical, relational, collaborative endeavour. This challenges the traditional hierarchical hegemony of the external expert in research situations. Bringing people together does not, however, equate to shared agency, authentic participation and knowledge democracy. For different knowledges to be created previous knowledges need to be disrupted.The argument raised in this paper is that a neglected element of PAR has been the deliberate intent to nurture disruption within communicative spaces in relationally based engagements. It is posited that the disruption of beliefs and assumptions that underpin local actions, is an important enabler of other voices and knowledges being recognised and acted upon. The three projects described reveal how and why the harnessing of power through disruption contributes to creating a functional knowledge democracy for more radical change. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |