1. participatory action research(PAR) in culturally complex societies: Opportunities and challenges Vishalache Balakrishnan & Lise Bird Claiborne
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2. Overview Introductions Why PAR? PAR in a culturally complex society
Case studies:
ethical questions for thesis supervisors
a multicultural classroom
Challenges & Opportunities
Future research using PAR: Inclusive practices
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3. Introduction (VB)
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4. Introduction (LBC)
Foucault from flickr.com os
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5. Why PAR? Background of researchers
VB used a modified version of PAR in her doctoral studies
LC worked collaboratively with PhD supervisors
Participatory
Democratic
Gives voice
Practical knowing
Power sharing
Full participation
Analyses of power
Relevance of action
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6. PAR possibilities for reflexive collaborative group work on ethics
Online discussion among experienced doctoral thesis supervisors across 3 NZ universities (CODIS, 2013)
Collaborative sharing of ethical difficulties in pedagogy & curriculum
Towards a group Zone of Collective Development beyond supervisor-student pairs?
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7. PAR in a culturally complex society
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8. PAR in a culturally complex society
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9. Vygotsky’s ZPD vs ZCD
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10. Case study using in a multicultural classroom
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11. Challenges & Opportunities in PAR
Traditional linkages between science, knowledge and reason
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12. Challenges & Opportunities in PAR
Links between theory and practice
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13. Challenges & Opportunities in PAR
Subject and object tension
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14. Challenges & Opportunities in PAR
Influence of powerful and pervasive discourses in society that construct our realities
(Kesby et al., 2007)
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15. Future research using PAR: Inclusive education across countries
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16. Acknowledgements
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17. Reference
Balakrishnan, V. & Claiborne, L.B. (2012). Vygotsky from ZPD to ZCD in moral education: Reshaping Western theory and practices in local context. Journal of Moral Education, 41 (2), Block, J. P., He, Y., Zaslavsky, A. M., Ding, L., & Ayanian, J. Z. (2009). Psychosocial stress and change in weight among US adults. American Journal of Epidemiology, 170(2), 181 Journal of Epidemiology, 170. Ding, L Claiborne, L.B., Cornforth, S., Gibson, A. & Smith, A. (2011). Supporting students with impairments in higher education: Social inclusion or cold comfort? International Journal of Inclusive Education, 15 (5), Claiborne, L.B., Cornforth, S., Court, M. Crocket, K. & Manathunga, C. (2013). Exploring ethical difficulties in doctoral supervision: Reflexive collaborative theorising around memory and practice. Knowledge Cultures, 1(5), Claiborne, L. Bird, Cornforth, S., Davies, B., Milligan, A. & White, J. (2009). Inclusion and mastery: Variations on the theme of subjection. Gender and Education, 21 (1), Hunte, H. E. R. (2011). Association between perceived interpersonal everyday discrimination and waist circumference over a 9- Year period in the midlife development in the United States Cohort Study. American Journal of Epidemiology, 173(11), 1232ournal of p://doi.org/ /aje/kwq463 Lewis, T. T., Kravitz, H. M., & Powell, L. H. (2011). Three of the authors respond to (2011). Three of the authors raje/kwq463ationAmerican Journal of Epidemiology, 173(11), 1244ournal of Epidemiology, 173s raje/kwq463a. Fals Borda, O. (2001). Participatory (action) research in social theory: Origins and challenges. In P. Reason & H. Bradbury (Eds.), Handbook of action research: Participative inquiry and practice (pp ). London: Sage. Wimpenny, K. (2010). Participatory action research: an integrated approach towards practice development. In M. Savin-Baden & C.H. Major (Eds.), New approaches to qualitative research (pp 89-99). London: Routledge.
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