NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1370700
Record Type: Journal
Publication Date: 2022
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0965-0792
EISSN: EISSN-1747-5074
Walking the Popular Education Spiral--An Account and Analysis of Participatory Action Research with Teacher Activists
Gilbert, Chris
Educational Action Research, v30 n5 p881-901 2022
This article features an account and analysis of a participatory action research (PAR) project that involved the author and five teacher activist co-researchers. This piece has two principal aims. The first is to contribute to practitioners' knowledge and practice by offering an account of a PAR project, grounded in popular education, that provided a beneficial space for K-12 teacher activists. The second aim is to contribute to the teacher-activist literature by providing an analysis of the perceived benefits of popular education and PAR for participating teacher activists. Benefits included stronger relationships, developed knowledge and skills, emotional benefits, and the novel understanding that teacher activism includes forms of cultural activism. Implications include the notion that PAR may be useful for other teacher activists, and the conventional definition of teacher activism is likely too narrow.
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: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A