The Action Research Planner: Doing Critical Participatory Action Research

Description

Contents List of Figures List of Tables Chapter 1 Introducing Critical Participatory Action Research Why We Wrote this Book The Changing Field of Action Research The Things Only Participatory Research Can Do An Example: Recycling at Braxton High School, Canada Action Research History: Different Kinds, Foci and Purposes of Action Research Different Kinds of Action Research Changing foci of Action Research in Education Different Purposes of Action Research Critical Participatory Action Research as a Disciplined Way of Making Change The People who Typically Conduct Critical Participatory Action Research An Example in Education Blurring Boundaries: Theorists and Practitioners, Researchers and Practitioners Critical Participatory Action Research as a Practice-Changing Practice References Chapter 2 A New View of Participation: Participation in Public Spheres Participation in Communication Communicative Action and Communicative Space Ten Key Features of Public Spheres: Comments for Critical Participatory Action Researchers Conclusion: ‘Participation’ in Critical Participatory Action Research is Participation in Public Spheres References Chapter 3 A New View of Practice: Practices Held in Place by Practice Architectures Defining Practice Practices and Practice Architectures Practices and Practice Architectures in Critical Participatory Action Research Critical Participatory Action Research as a Practice-Changing Practice References Chapter 4 A New View of Research: Research Within Practice Traditions What’s Critical about Critical Participatory Action Research? Research Perspectives in Critical Participatory Action Research Critical Participatory Action Research as a Kind of Research Researching Practice from within Practice Traditions Using the Practice Architectures Analysis Table to Find a Felt Concern that will be the Focus of a Critical Participatory Action Research Initiative References Chapter 5 Doing Critical Participatory Action Research: The ‘Planner’ Part Practising Critical Participatory Action Research Critical Participatory Action Research in Education: Are Our Practices Educational? Reconnaissance Opening Communicative Space—Establishing a Public Sphere Dialogues Between System and Lifeworld, Strategic Action and Communicative Action Questions to Identify a Shared Felt Concern in Relation to Our Practices and What Holds Our Practices in Place An Initial Statement About What you Intend to Do Planning Changing Practices and Practice Architectures The Product of Planning—A Collective Rationale and Plan for Change Enacting the Plan and Observing How it Works Enacting and Observing: The Product Reflection Reflection: The Product The Spiral of Cycles of Self-Reflection References Chapter 6 Examples of Critical Participatory Action Research Example 1: The Recycling Project at Braxton High School, Canada Determining Issues of Importance to Students Through Focus Groups Analysing and Interpreting Students’ Felt Concerns Focusing on Students’ Concerns About the Environment Shaping Projects with Volunteer Teachers Administering a Survey to Determine Whether Recycling Habits were Problematic Purchasing and Publicizing Recycling Bins Monitoring Recycling Habits and Meeting to Discuss what to do Next Pooling Ideas to Solve Problems Presenting Findings, and Re-Energizing the Group Getting Involved with Other Students and Teachers to Keep Momentum Example 2: The Self-Directed Learning Project at Grace Elementary School, Canada Determining How to Begin Gathering Students’ Feedback Analysing Students’ Feedback Responding to Students’ Feedback Involves Many People Keeping Virtual Journals to Report Back to the Community Shaping Self-Directed Learning Time by Visiting Another School Living Self-Directed Learning Time Addressing Tensions Between Project-Based Learning and Test-Focused Understandings of Learning Reflecting on the Value of Self-Directed Learning Example 3: The Graphic Novel Project at Joseph Junior High School, Canada Gathering Student Feedback Analysing Students’ Feedback with Students Planning and Learning About Visual and Digital Texts with Students Reflecting on the Value of Multimodal (Print, Visual, Digital) Explorations with Students Example 4: The Teacher Talk Project in an Australian University Example 5: The Yirrkala Ganma Education Project: Critical Participatory Action Research in an Indigenous Community The Concept of Ganma Ganma Education And The Practice Of Critical Participatory Action Research Conclusion References Chapter 7 Resources for Critical Participatory Action Researchers Resource 1: Creating a Public Sphere and Identifying a Shared Felt Concern Identifying Educational Legitimation Deficits Identifying More General Legitimation Deficits Resource 2: Some Notes on Research Ethics for Critical Participatory Action Researchers General Principles of Research Ethics: Respecting Persons, Avoiding Harm, Justice and Beneficence Informed Consent and Assent Dependent Relationships Confidentiality and Anonymity Mutual Trust and Mutual Vulnerability Additional Reading Resource 3: Critical Participatory Action Research Group Protocols: Ethical Agreements for Participation in Public Spheres Resource 4: Principles of Procedure for Action Researchers Establish Working Rules for the Collaborating Group: Observe Protocol Involve Participants Negotiate with Those Affected Report Progress Obtain Explicit Authorisation before You Observe Negotiate Descriptions of People’s Work and Accounts of Others’ Points of View Negotiate Reports for Various Levels of Release Accept Responsibility for Maintaining Confidentiality Retain the Right to Report Your Work Make Your Principles of Procedure Binding and Known Resource 5: Keeping a Journal Resource 6: Gathering Evidence, Documenting Some Cautionary Notes Resource 7: Reporting: For Yourself and Others Reporting Action Research Undertaken as Part of a Course of Study Resource 8: Choosing an Academic Partner to Work with a Critical Participatory Action Research Initiative References Index