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.
|Number of pages||14|
|Journal||International Journal of Qualitative Studies in Education|
|State||Published - 28 May 2017|
- practitioner research