Levelling the Playing Fields in PAR: The Intricacies of Power, Privilege, and Participation in a University-Community-School Partnership

Autor/inn/en	Wood, Lesley; McAteer, Mary
Titel	Levelling the Playing Fields in PAR: The Intricacies of Power, Privilege, and Participation in a University-Community-School Partnership
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 67 (2017) 4, S.251-265 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713617706541
Schlagwörter	Partnerships in Education; Participatory Research; Action Research; Parent Education; Program Development; Parent Materials; Community Education; School Community Programs; School Community Relationship; Adult Learning; Community Development; Participative Decision Making; Power Structure; Advantaged; Qualitative Research; Questionnaires; Transcripts (Written Records); Language Usage; Barriers; Social Status; Cultural Influences; Elementary School Teachers; Adult Education; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Forschungstätigkeit; Projektforschung; Parents education; Elternbildung; Elternschule; Programmplanung; Elternbrief; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Adulte education; Adult training; Erwachsenenbildung; Community; Development; Entwicklung; Qualitative Forschung; Fragebogen; Sprachgebrauch; Sozialer Status; Cultural influence; Kultureinfluss; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	When academics, who occupy a traditional position of power and privilege, engage with community members whose thinking, attitudes, and responses have been shaped by ongoing sociohistorical oppression and disadvantage, democratic participation is not easy to attain. Yet, unless community members feel able to participate freely, the valuable local knowledge they bring to the project will be lost and the learning will again be based on theories that may have little relevance for them. We explain how power relations can be leveled through the utilization of specific strategies within a participatory action research design. Seven community members and five teachers collaborated to develop a program that the community members would later use to educate parents about how to better support their children academically. Informed by a qualitative analysis of visual and textual data generated in several working sessions for this project, findings indicate that, while the flattening of power relations is an ongoing and complex task, specific strategies can be used to "level the playing fields" and negotiate the intricacies of power, privilege, and participation. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01