Participatory Action Research: A Case Study on the School Democratisation Process

Autor/inn/en	Sales, Auxiliadora; Moliner, Odet; Traver, Joan
Titel	Participatory Action Research: A Case Study on the School Democratisation Process
Quelle	In: Research Papers in Education, 36 (2021) 6, S.704-725 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sales, Auxiliadora) ORCID (Moliner, Odet) ORCID (Traver, Joan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2020.1767182
Schlagwörter	Participatory Research; Action Research; Inclusion; School Culture; Democracy; Social Change; Sense of Community; Multicultural Education; Leadership Styles; Instructional Leadership; Student Empowerment; Organizational Change; Foreign Countries; Case Studies; Rural Schools; Elementary School Students; School Administration; Student Participation; Spain + Suchen Sie Ihr Suchwort? Forschungstätigkeit; Projektforschung; Inklusion; Schulkultur; Schulleben; Demokratie; Sozialer Wandel; Multikulturelle Erziehung; Führungsstil; Instruction; Leadership; Bildung; Erziehung; Führung; Studienberechtigung; Organisationswandel; Ausland; Case study; Fallstudie; Case Study; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Spanien
Abstract	Participatory Action Research (PAR) in the educational context is a coherent methodology to accompany processes of school democratisation focusing on the key elements of collaborative culture, a sense of belonging and social transformation from an inclusive and intercultural approach. The present case study of a rural school in the Valencian Community (Spain) takes an ethnographic approach to analyse how PAR strategies and processes facilitate the democratisation process and the educational community's perceptions of the transformations in the school culture. Results show an improvement in participation strategies and a more distributed leadership, but they also reveal some resistance to delegating responsibilities and difficulties in empowering children's voices. The conclusions highlight the need to institutionalise cultural change by understanding participation as a fundamental strategy with which to build a more inclusive and intercultural school and society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01