Challenges in Engaging Communities in Bottom-Up Literacies for Democratic Citizenship

Autor/in	Torres, Myriam N.
Titel	Challenges in Engaging Communities in Bottom-Up Literacies for Democratic Citizenship
Quelle	In: Education, Citizenship and Social Justice, 5 (2010) 3, S.191-205 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197910382258
Schlagwörter	Action Research; Federal Legislation; Democracy; Citizenship; Participatory Research; Community Involvement; Barriers; Performance Factors; Social Justice; Social Responsibility; School Restructuring; School Community Relationship; Phenomenology; Literacy; Research Problems; Community Cooperation + Suchen Sie Ihr Suchwort? Projektforschung; Bundesrecht; Demokratie; Staatsbürgerschaft; Forschungstätigkeit; Leistungsindikator; Soziale Gerechtigkeit; Soziale Verantwortung; Schulreformplan; Schulumwandlung; Phenomenological psychology; Phänomenologie; Psychologie; Alphabetisierung; Schreib- und Lesefähigkeit; Forschungskritik
Abstract	The purpose of this article is to examine the authors' experiences while trying to enter and engage local communities in bottom-up literacies through participatory action research (PAR) toward the community's own collective self-development. In trying to enter five different communities, I have found several challenges and roadblocks such as mistrust of "university people": legacy of the conventional outside-in and top-down research procedures for working in communities; power struggles with community "gatekeepers", including "building keepers"; and bureaucratized project-driven community work. I consider that under the current neoliberal educational policies that are plaguing the world, for example, No Child Left Behind in the USA, self-development projects promoted through PAR can be viable ways to defy these policies and their fatalist thinking. School children's parents and their communities are nowadays in a better position than teachers to fight for reclaiming local control of curriculum, pedagogy and assessment. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10