Insiders doing PAR with youth in their schools: negotiating professional boundaries and healing justice

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

In this essay, I explore my experiences as a practitioner researcher collaborating with my students on a participatory action research project aimed at institutional change. I take up two areas: blurring the boundaries of professionalism in working toward authentic collaborations with students, and secondly, incorporating perspectives of ‘healing justice’ into school-based youth participatory action research (YPAR). I first provide a framework by delineating the emancipatory aims of YPAR and how these may be at odds with much of the research teachers/practitioners currently conduct in their school sites. While ultimately acknowledging the risks in taking up emancipatory change efforts as insiders, I make the case that there are also clear benefits to the process.

Original languageEnglish
Pages (from-to)450-463
Number of pages14
JournalInternational Journal of Qualitative Studies in Education
Volume30
Issue number5
DOIs
StatePublished - 28 May 2017

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action research
justice
school
institutional change
research project
student
teacher
experience
professionalism

Keywords

  • PAR
  • YPAR
  • practitioner research

Cite this

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