参与式行动研究作为教育学:保持混乱

Julia S. Dancis, B. R. Coleman, Erin Rose Ellison
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引用次数: 2

摘要

在本文中,我们反思了参与性行动研究(标准杆数)作为一种教育学的使用。为此,我们首先介绍了标准杆数,并回顾了关于标准杆数作为大学教学方法的新兴文献。然后,我们提供了我们作为大学教育工作者在本科生课堂上促进标准杆数的独立经验。通过我们的故事,我们了解了我们改变不公正制度的努力与学院的新自由主义限制之间的混乱空间,这些努力受到了阻碍。在这种叙事反思中,我们审视了我们经历中的关键主题,包括:1)关系发展作为一种政治行为;2) 应急和反应式教学法的重要性;以及3)与在课堂上倡导民主实践相关的挑战。总之,本文探讨了将标准杆数引入大学课堂的价值和风险,并敦促标准杆数教育工作者不要整理他们的教学法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Participatory Action Research as Pedagogy: Stay Messy
In this paper, we reflect on the use of Participatory Action Research (PAR) as a pedagogy. To do so, we first introduce PAR and review the burgeoning literature discussing PAR as a pedagogical approach at the university level. We then provide vignettes of our independent experiences as college educators facilitating PAR within undergraduate classrooms. Through our stories, we engage with the messy space between our efforts to change unjust systems and the neoliberal constraints of the academy with a chokehold on those efforts. In this narrative reflection, we examine key themes across our experiences, including: 1) relationship development as a political act; 2) the importance of emergent and responsive pedagogy; and 3) the challenges associated with prefiguring democratic practices in the classroom. Altogether, this paper grapples with the value and risk of bringing PAR into university classrooms and urges PAR educators to refrain from tidying up their pedagogy.
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