The Good Fight: Action Research as Resistance

Autor/inn/en	Martin, Gina; Currin, Elizabeth
Titel	The Good Fight: Action Research as Resistance
Quelle	In: Educational Action Research, 31 (2023) 4, S.781-796 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin, Gina) ORCID (Currin, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2022.2033288
Schlagwörter	Action Research; Resistance (Psychology); Educational Research; Phenomenology; Research Proposals; Ethnography; Governing Boards; Research Administration + Suchen Sie Ihr Suchwort? Projektforschung; Resistenz; Bildungsforschung; Pädagogische Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Forschungsgegenstand; Ethnografie; Governing body; Governing bodies; Leitungsgremium; Forschungsadministration
Abstract	What options are available for educational action researchers whose research proposals have been denied by an institutional review board (IRB)? This article introduces critical post-intentional phenomenological action research (CP-IPAR) as one remedy for such rejections. In the spirit of accidental ethnography, whereby unexpected, accidental events produce unintended data and findings, the authors, a doctoral candidate and dissertation chair, reflect on insights that emerged from the district-level rejection of Martin's dissertation proposal. Together, the authors explore action research as a tool for resistance to this rejection, recounting how CP-IPAR allowed them to work through the district's prohibition of traditional forms of action research. CP-IPAR's examination of how events change with context dovetails with action research's emphasis on recursive growth and amplifies the dialogue between action research and critical theory. We propose that CP-IPAR is an ideal methodology for conducting action research in restrictive environments, particularly for teacher-researchers whose work must be approved by both university and local school district review boards. This article situates the precipitating incident within scholarship on action research's evolving relationship with institutional review, demonstrates how accidental ethnography created space for us to examine the incident generatively, and illustrates how CP-IPAR deepens our understanding of action research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01