Claiming Power by Producing Knowledge: The Empowering Potential of PAR in the Classroom

Autor/in	Call-Cummings, Meagan
Titel	Claiming Power by Producing Knowledge: The Empowering Potential of PAR in the Classroom
Quelle	In: Educational Action Research, 26 (2018) 3, S.385-402 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Call-Cummings, Meagan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2017.1354772
Schlagwörter	Empowerment; Rural Schools; High School Students; Hispanic American Students; Racial Bias; Teacher Attitudes; Secondary School Teachers; Preservice Teachers; Elementary School Teachers; Interviews; Journal Writing; Attitude Change; Student Attitudes; Idaho + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Racial discrimination; Rassismus; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Zeitschriftenaufsatz; Attitudinal change; Einstellungsänderung; Schülerverhalten
Abstract	The purpose of this article is to explore the concept of empowerment, reframing it in critical terms and in a precise and useful way. I approach this exploration through two participatory action research studies. "Why are our teachers racist?" took place over an 18-month period from 2012 to 2014 at a mid-sized high school in a rural dairy town in Idaho with 52 Latino/a students and their white teacher. "Who can do research?" was conducted in the fall of 2013 with a group of 60 pre-service teachers at a large university in the Midwest of the United States. Through the application of lessons learned from these two studies, I frame critical empowerment as a process whereby historically marginalized and oppressed individuals and groups can potentially lay claim to power as they/we engage in participatory approaches to knowledge production, thereby gaining control over processes by which we as a society determine what is useful and valuable knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01