从民主参与到卡里诺:探索青年参与行动研究领域基础学者的核心承诺

IF 2.6 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Thomas Albright, Gretchen Brion-Meisels
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引用次数: 0

摘要

托马斯-奥尔布赖特(Thomas Albright)和格雷琴-布里昂-梅塞尔斯(Gretchen Brion-Meisels)在这篇文章中,以代际参与行动研究(PAR)的奠基学者的工作为基础,探讨了各种研究过程的概念化和动员问题。为了了解在公立学校等新自由主义机构中使用批判性参与方法的机遇和危险,他们采访了 14 位在该领域工作的学者,以了解他们在参与 PAR 时的核心承诺,特别是他们在其研究计划和更广泛的领域中对目的、参与和权力的构架。Albright 和 Brion-Meisels 的研究结果表明了这些学者在知识、伦理和政治方面的共同承诺。此外,他们中的许多人将 PAR 描述为一种认识论上的努力,认识到这种纠葛不仅仅是一种方法、认识论或需要动员的附加干预措施,而是一种认识与存在的结合体--在存在中认识,在认识中存在。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
From Democratic Participation to Cariño: Exploring the Core Commitments of Foundational Scholars in the Field of Youth Participatory Action Research
In this essay Thomas Albright and Gretchen Brion-Meisels build on the work of foundational scholars in intergenerational participatory action research (PAR) to explore the conceptualization and mobilization of various research processes. Motivated to understand the opportunities and dangers of using critical participatory approaches within neoliberal institutions like public schools, they interviewed fourteen scholars working in the field to understand their core commitments when engaging in PAR, specifically their framing of purpose, participation, and power both within their research initiatives and for the broader field. Albright and Brion-Meisels’s findings illustrate these scholars’ shared intellectual, ethical, and political commitments. Also, many of them described PAR as an ontoepistemological endeavor, recognizing that the entanglements are not simply a method, epistemology, or add-on intervention to be mobilized but a coconstitution of knowing and being—a knowing-in-being and being-in-knowing.
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来源期刊
Harvard Educational Review
Harvard Educational Review EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
20
期刊介绍: The Harvard Educational Review (HER) accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to original reports of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad.
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