Research focused on minoritized communities has predominantly been conducted by individuals associated with universities who have little connection to or investment in these communities beyond their research agenda. Oftentimes, this research benefits the researcher more than the community. This study of a peer-taught, prison-based, adult language, and literacy program challenged traditional research paradigms through the implementation of participatory action research (PAR). Informed by PAR epistemologies, the research team, composed of the incarcerated peer-instructors and a university volunteer, employed qualitative methodologies over an 18-month period to better understand how the program was experienced by its different members in relation to classroom practices and policies. We examine how PAR provided a reflexive space for us to examine our shifting subjectivities as members and researchers in the program while also challenging our understandings of the experiences of program members. Additionally, this study calls for a broader consideration of how change is defined.

中文翻译：

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转移主体和转移教学：监狱中的参与式行动研究

专注于少数族裔社区的研究主要由与大学相关的个人进行，这些人在研究议程之外与这些社区几乎没有联系或投资。通常，这项研究对研究人员的益处大于对社区的益处。这项关于同伴教学、基于监狱的成人语言和扫盲计划的研究通过实施参与式行动研究 (PAR) 挑战了传统的研究范式。在 PAR 认识论的启发下，由被监禁的同伴教师和一名大学志愿者组成的研究团队在 18 个月的时间里采用了定性方法，以更好地了解其不同成员在课堂实践和政策方面的体验。我们研究了 PAR 如何为我们提供一个反思空间来审视我们作为项目成员和研究人员不断变化的主观性，同时也挑战我们对项目成员经历的理解。此外，这项研究要求更广泛地考虑如何定义变化。