ABSTRACT

This article features an account and analysis of a participatory action research (PAR) project that involved the author and five teacher activist co-researchers. This piece has two principal aims. The first is to contribute to practitioners’ knowledge and practice by offering an account of a PAR project, grounded in popular education, that provided a beneficial space for K-12 teacher activists. The second aim is to contribute to the teacher-activist literature by providing an analysis of the perceived benefits of popular education and PAR for participating teacher activists. Benefits included stronger relationships, developed knowledge and skills, emotional benefits, and the novel understanding that teacher activism includes forms of cultural activism. Implications include the notion that PAR may be useful for other teacher activists, and the conventional definition of teacher activism is likely too narrow.

摘要

本文主要介绍和分析参与式行动研究 (PAR) 项目，该项目涉及作者和五位教师活动家合作研究人员。这件作品有两个主要目的。第一个是通过提供一个以大众教育为基础的 PAR 项目的说明，为从业者的知识和实践做出贡献，该项目为 K-12 教师积极分子提供了有益的空间。第二个目标是通过分析参与的教师活动家对大众教育和 PAR 的感知好处来为教师活动家文献做出贡献。好处包括更牢固的关系、发展的知识和技能、情感上的好处，以及对教师行动主义包括文化行动主义形式的新理解。含义包括 PAR 可能对其他教师积极分子有用的概念，