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ERIC Number: EJ1413071
Record Type: Journal
Publication Date: 2023
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1925-7147
Addressing the Subjugation of Knowledge in Educational Settings through Structuration of Teacher Research
Will Edwards; Amir Kalan
Canadian Journal of Action Research, v24 n1 p56-80 2023
Building on critical sociological models and action research traditions, our work theorizes a structurated model of action research to address the subjugation of knowledge within educational settings. We focus on the interplay between structure and agency and how these dimensions can co-evolve in teacher research. In this article, we examine how teachers and researchers engaged in collaborative inquiry communities inhabit a complicated role within educational structures. The authors outline and detail rich cases that illustrate the dense particulars of knowledge subjugation within educational structures--these range from the denigration of immigrant students' credentials to the suppression of indigenous languages. The testimonies of practitioners and students are presented to underscore the inchoate and contradictory conditions that inform educational systems and the meaningful alternative practices that might contravene inequitable structures. The possibilities for recognizing the corrosive mechanisms of knowledge subjugation potentiate resistant parallel structures that invite meaningful inquiry-based methods.
Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://journals.nipissingu.ca/index.php/cjar/issue/archive
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A