Action Research in Deaf Education

2017 ◽  
Author(s):  
Jennifer Beal-Alvarez
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Empirical Data ◽  
Lived Experiences ◽  
Deaf Education ◽  
Research Literature ◽  
Power Sharing ◽  
Participatory Action ◽  
Team Members ◽  
Based Instruction

This chapter presents an overview of action research, specifically, participatory action research (PAR), and its components. These components include, among others, recruitment and establishment of co-researchers, specifically deaf co-researchers and their lived experiences; confidentiality responsibilities in the PAR process; identification of relevant issues within target communities; and power-sharing among team members. The author reviews the action research literature related to deaf participants and co-researchers and focuses on the subcategory of action research within deaf education. Finally, the author presents empirical data through case studies that demonstrate how preservice and in-service teachers utilize action research interventions to guide their data-based instruction.

The Language Warriors: Transcending ideologies on bilingualism in education

2020 ◽  
pp. 147675032093115
Author(s):  
Lara Alonso ◽  
Khanh Le
Keyword(s):  
Middle School ◽  
Critical Thinking ◽  
Action Research ◽  
Participatory Action Research ◽  
Lived Experiences ◽  
Participatory Action ◽  
Action Research Project ◽  
Eighth Grade Students ◽  
Middle School Youth ◽  
School Youth

This article explores how middle school youth view bilingualism and act on these views to transform their school and their communities. Following a post-structuralist perspective on language and society, a lens from raciolinguistic ideologies, and a creative justice approach, we developed a Participatory Action Research project in which seventh and eighth grade students became co-researchers as we explored how to make bilingualism more welcome in their school. In this paper, we reveal how bilingualism became a way to unite students and to fight deficit views of language minoritized communities. We show the students’ potential to engage in critical thinking about bilingualism and to become agents in their schools and communities. Our findings informed the school on how to acknowledge and leverage the students’ language practices and lived experiences based on a framework of armed and bilingual love.

scholarly journals The Article Idea Chart: A participatory action research tool to aid involvement in dissemination

2014 ◽  
Vol 7 (1) ◽  
Author(s):  
Cheryl Forchuk ◽  
Amanda Meier
Keyword(s):  
Mental Health ◽  
Action Research ◽  
Participatory Action Research ◽  
Research Process ◽  
Mental Health Research ◽  
Participatory Action ◽  
Community Capacity Building ◽  
Team Members ◽  
Key Stakeholders ◽  
Dissemination Process

Participatory-action research encourages the involvement of all key stakeholders in the research process and is especially well suited to mental health research. Previous literature outlines the importance of engaging stakeholders in the development of research questions and methodologies, but little has been written about ensuring the involvement of all stakeholders (especially non-academic members) in dissemination opportunities such as publication development. The Article Idea Chart was developed as a specific methodology for engaging all stakeholders in data analysis and publication development. It has been successfully utilised in a number of studies and is an effective tool for ensuring the dissemination process of participatory-action research results is both inclusive and transparent to all team members, regardless of stakeholder group.Keywords: participatory-action research, mental health, dissemination, community capacity building, publications, authorship

The Role of Identity in Motivating and Shaping the Experiences of Social Work Participatory Action Research Scholars

Affilia ◽  
2020 ◽  
Vol 35 (4) ◽  
pp. 552-571 ◽  
Author(s):  
Darren Cosgrove ◽  
Catherine S. Kramer ◽  
Sarah Mountz ◽  
Eunwoo Lee
Keyword(s):  
Social Work ◽  
Action Research ◽  
Participatory Action Research ◽  
Social Transformation ◽  
Community Based Participatory Research ◽  
Early Career ◽  
The Body ◽  
Power Sharing ◽  
Participatory Action ◽  
Social Work Values

Participatory action research (PAR) and Community-based participatory research (CBPR) prioritize collaborative research approaches with the goal of social transformation. Themes from this qualitative study of 15 early career social work PAR and CBPR scholars indicate that they are strongly motivated to pursue these methodologies because of their own experiences with disempowerment as well as their connection to social work values. Participants reflected upon their experiences with marginalization (due to observed and unobserved identities/experiences), which fostered a commitment to emphasizing power sharing and elevating marginalized voices. Additionally, identity played a role in how researchers experienced doing PAR/CBPR. Researchers described being simultaneously an insider and outsider in the communities in which they worked, especially the ways that their status as university researchers impacted their positioning in the communities they considered their own. This article explores how identity motivates and presents challenges that scholars must navigate when pursuing PAR/CBPR. Additionally, findings indicate that some scholars who hold marginalized identities experience increased vulnerability within academia when they engage in PAR/CBPR. Such experiences may impact whose voices are represented in the body of social work literature.

Launching Reconciliation in Somalia

2019 ◽  
pp. 191-202
Author(s):  
Joakim Gundel
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Power Sharing ◽  
Participatory Action ◽  
Research Methodologies ◽  
Bottom Up ◽  
Peace Processes ◽  
Key Issues ◽  
Reconciliation Process ◽  
The Way

This chapter argues that a reconciliation process is key to strengthening the Somali state. Reconciliation has persistently been omitted from past peace processes, and has essentially been replaced by power-sharing arrangements, neglecting the interests and grievances of the Somali population. The continuance of violence in Somalia's regions and within the capital itself shows that there is a serious need for reconciliation. The first step in a reconciliation process would be to bring Somalis together to determine the way in which key issues are addressed, which is likely to involve forgiveness or truth and justice. Beyond this, the agenda of the reconciliation process can be derived from bottom-up, participatory action research methodologies in order to identify grievances and the principles for their resolution.

scholarly journals Art as a transformative practice: A participatory action research project with trans* youth

2019 ◽  
Vol 19 (5-6) ◽  
pp. 1061-1077
Author(s):  
Kenta Asakura ◽  
Jess Lundy ◽  
Dillon Black ◽  
Cara Tierney
Keyword(s):  
Social Work ◽  
Action Research ◽  
Participatory Action Research ◽  
Lived Experience ◽  
Research Process ◽  
Research Literature ◽  
Participatory Action ◽  
Action Research Project ◽  
Research Project ◽  
Trans Youth

Given that promoting social justice is one of the central organizing principles of social work, it comes as no surprise that participatory action research has gained much attention among social work researchers. While much has been written about promising practices of participatory action research with various marginalized communities, there remains a dearth of participatory action research literature that focuses on trans* people, a population often under attack in current socio-political climates. In this paper, we report on a participatory action research project, in which a trans* artist worked closely with trans* youth participants (n = 5) to assist them through a creative project. Using a queer theoretical lens and drawing from the concept of “queer world-making,” the participants recast cultural representations about what it means to be trans* in their chosen artistic medium. This paper suggests that art can serve as a transformative research practice with trans* youth. Our findings suggest that the rhetorical binary of trans* vulnerability and resilience does not adequately represent lived experience. We make this argument by demonstrating the following processes through which youths engaged art in this participatory action research project: (1) countering normative discourses of what it means to be trans*, (2) promoting self- reflection and expression, and (3) facilitating “queer counterpublics.” In so doing, we make an argument for art as a qualitative research process that holds much promise in uncovering and challenging the normative discourse and developing a much more complex and nuanced understanding of what it means to be trans* youth.

scholarly journals Irrelevance of Basic School Education in Nepal: An Anti-Colonial Critique on Problems and Prospects

2019 ◽  
Vol 13 ◽  
pp. 31-39 ◽  
Author(s):  
Shree Krishna Wagle ◽  
Bal Chandra Luitel ◽  
Erling Krogh
Keyword(s):  
Action Research ◽  
Public School ◽  
Participatory Action Research ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
School Education ◽  
Practical Relevance ◽  
Participatory Action ◽  
Policy Makers ◽  
Contextualized Teaching And Learning

Despite its contextual, theoretical, and practical relevance, contextualized teaching and learning has not been the priority of school education of Nepal. The policy provision of local curriculum and the use of locally available resources for teaching and learning have continuously lost its position in educational circle. To this background, taking anti-colonial critical stance, this paper analyses problems and prospects of contextualized teaching and learning in school education of Nepal. Taking evidences from the first author's lived experiences, and experiences from a Participatory Action Research (PAR) project in a public school of Nepal, the paper exposes manifold challenges and dilemmas initiated by Western-modern educational ideologies, and promptly illustrates how those uncritically imposed/accepted schooling agendas were responsible to demolish rural (and indigenous) identities of Nepal. The paper eventually proposes policy makers and curriculum practitioners of Nepal to pursue agency in school education, making it more place-relevant; enabling school graduates to learn to ‘live’ (rather than ‘leave’) their place.

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