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Preparing Critical Educators and Community-Engaged Scholars Through Participatory Action Research
Abstract
Participatory action research (PAR) is a community-based form of inquiry conducted with individuals affected by an issue or problem being studied rather than about them. Rather than a method of inquiry, PAR is an epistemological stance towards knowledge and knowledge creation that is rooted in critical, emancipatory pedagogy. Because it is an orientation, rather than a discrete method, PAR is difficult to teach. Here the authors explore the experiences of both undergraduate pre-service teachers and doctoral students as they seek to reconcile PAR principles and practice with their personal and professional backgrounds. The purpose is not to present the best approach for teaching PAR in the university classroom; rather, it is a reflective exploration of the experiences of the authors' participants, which reveals rich insights into what it feels like to become researchers within the ‘culture' of formal higher education in the United States.
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