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ERIC Number: EJ1356006
Record Type: Journal
Publication Date: 2022
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0965-0792
EISSN: EISSN-1747-5074
Problematic Participation: Reflections on the Process and Outcomes of Participatory Action Research into Educational Inequalities
Stuart, Kaz
Educational Action Research, v30 n3 p342-356 2022
This paper reports on the process of participatory action research from a three-year project to co-create ideas to reduce educational inequity with young people funded by Erasmus+. The project involved 10 academics and 50 university students from Norway, Denmark and England who co-researched 200 young people's experiences of educational inequity. The process of participatory action research was challenging but rewarding for its potential for social justice. The participatory process used and the difficulties encountered are identified and discussed in this paper for the benefit of future research. The co-created output from the research, the Wellbeing, Education, Learning and Development Model (WELD) is provided as an example of the potential of action research to inspire multi-level social change.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway; Denmark; United Kingdom (England)
Grant or Contract Numbers: N/A