Document Type
Article
Publication Date
5-28-2017
Journal / Book Title
International Journal of Qualitative Studies in Education
Abstract
In this essay, I explore my experiences as a practitioner researcher collaborating with my students on a participatory action research project aimed at institutional change. I take up two areas: blurring the boundaries of professionalism in working toward authentic collaborations with students, and secondly, incorporating perspectives of ‘healing justice’ into school-based youth participatory action research (YPAR). I first provide a framework by delineating the emancipatory aims of YPAR and how these may be at odds with much of the research teachers/practitioners currently conduct in their school sites. While ultimately acknowledging the risks in taking up emancipatory change efforts as insiders, I make the case that there are also clear benefits to the process.
DOI
10.1080/09518398.2017.1303213
MSU Digital Commons Citation
Herr, Kathryn, "Insiders Doing PAR with Youth in Their Schools: Negotiating Professional Boundaries and Healing Justice" (2017). Department of Educational Foundations Scholarship and Creative Works. 71.
https://digitalcommons.montclair.edu/educ-fdns-facpubs/71
Published Citation
Herr, K. (2017). Insiders doing PAR with youth in their schools: Negotiating professional boundaries and healing justice. International Journal of Qualitative Studies in Education, 30(5), 450-463.