Department
Education
Document Type
Podium Presentation
Presentation Date
11-16-2018
Sponsorship/Conference/Institution
Annual Meetings of the American Anthropological Association
Location
San Jose, CA
Abstract/Presentation Excerpt
In this paper, I provide a case example exploring the complex relationships negotiated by a university researcher when PAR is conducted in a public school setting in order to better theorize how the positionality of PAR stakeholders effects classroom-based Participatory Action Research. I argue that despite a shared commitment to social justice and educational equity, the different positionalities of the university researcher and classroom teacher not only shaped each stakeholder’s relationship to Participatory Action Research, but also led to competing academic motivations in the classroom that undergirded the ultimate shortcomings of the project.
Rights
Copyright Jennifer Lucko, 2018. All rights reserved. Please do not cite or circulate without permission of the author.