Breaking through Boundaries with PAR -- or Not? A Research Project on the Facilitation of Participatory Governance through Participatory Action Research (PAR)

Autor/inn/en	Visser, Sanne Siete; Kreemers, Diana
Titel	Breaking through Boundaries with PAR -- or Not? A Research Project on the Facilitation of Participatory Governance through Participatory Action Research (PAR)
Quelle	In: Educational Action Research, 28 (2020) 3, S.345-361 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2019.1624380
Schlagwörter	Governance; Participative Decision Making; Power Structure; Action Research; Communication Strategies; Participatory Research; Researchers; Public Agencies; Policy Formation; Government School Relationship; Foreign Countries; Elementary Schools; Secondary Schools; Educational Policy; Teacher Attitudes; Administrator Attitudes; Barriers; Stakeholders; Netherlands + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Projektforschung; Kommunikationsstrategie; Forschungstätigkeit; Researcher; Forscher; Öffentliche Einrichtung; Politische Betätigung; Ausland; Elementary school; Grundschule; Volksschule; Sekundarschule; Politics of education; Lehrerverhalten; Niederlande
Abstract	In this paper, two researchers reflect on the institutional space for participatory governance in a participatory action research (PAR) process that was initiated by the Ministry of Education, Culture and Science (ECS) in the Netherlands. It was implemented in two schools by researchers contracted by the ministry. The project's aim was to explore possibilities for involving schools in policy processes using PAR. We conclude that PAR sheds light on the communication strategies, power and authority balances, and meaning of participation among the participants. The attempt to break through traditional hierarchies generated new insights into the institutional space at both the participating schools and the government institutions that can be used to create participatory approaches to governance. The researchers were the bridging actors between the schools and the government institutions. While previous research showed that a bridging actor can play a positive role as an objective party who is able to deliberate between the participants, we found that it impeded the creation of a participatory governance space. (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	2024/1/01