Participatory Action Research and the Struggle for Legitimation

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http://eprints.org/relation/isVersionOf https://vuir.vu.edu.au/id/document/259 http://eprints.org/relation/isVolatileVersionOf https://vuir.vu.edu.au/id/document/259 http://eprints.org/relation/issmallThumbnailVersionOf https://vuir.vu.edu.au/id/document/259 archive 44 disk0/00/00/02/51 2006-01-03 2021-08-27 14:09:10 2008-08-19 19:28:55 article show Hooley Neil Hooley, Neil Participatory Action Research and the Struggle for Legitimation pub 220000 Psychology Social sciences, participatory action research, community knowledge, Indigenous issues Published as "Participatory Action Research and the Struggle for Legitimation." Australian Educational Researcher, 32 (1). pp 67-82 There is little reason why educational research in Australia should be progressive and highly developed given that its history and direction are subject to the economic and political determinants of an increasingly globalised and uncertain world. Whether or not educational research is an entirely derivative field or a semi-distinctive social science, is essentially qualitative or quantitative in character, desires knowledge that is vaguely accurate or accurately vague, seeks epistemological or ontological explanation, remains to be seen as history works itself out. It cannot be considered a neutral endeavour and demands that researchers identify a political perspective or worldview from which new knowledge is described and interpreted. Such fundamental questions have confronted the design and implementation of Nyerna Studies, a Bachelor of Education program being conducted in partnership between Victoria University of Technology and the Indigenous peoples of the Echuca region of Australia. In developing an approach to participatory action research, a number of challenges and knowledges have emerged from Nyerna Studies involving community partnership, two-way enquiry learning and the educational public sphere. Participatory action research as outlined here may be the only framework appropriate for democratic community research although it is not as yet legitimated within the pantheon of available methodologies and philosophies. 2005-04 published http://www.aare.edu.au/aer/online/50010g.pdf public Australian Educational Researcher 32 1 67-82 UNSPECIFIED TRUE Aspland, T., Atweh, B., Brooker, R., Burnett, L. Hall, G. Hill, G. and Macpherson, I. (2000) Interrogating Collaborative Research: Who Is Inside and Who Is Out?, symposium papers presented at the Annual Conference of the Australian Association for Research in Education, Sydney, December. Barta, J. (2002) Teaching From the Heart: An Indigenous Paradigm, Winds of Change, Winter, p 78. Behrendt, L. (2002) Unfinished Journey Ã¢Â�Â� Indigenous Self-Determination, Arena Magazine, April-May, p 25. Bowles, S, and Gintis, H. (2002) Schooling in Capitalist America Revisited, Sociology of Education, Vol 75, p 1. Carspecken, P. F. and Apple, M. (1992) Critical Qualitative Research: Theory, Methodology and Practice, in LeCompte, M. D., Millroy, W. L., Preissle, J. (Eds) The Handbook of Qualitative Research in Education, Academic Press, p 511. Cherry, N. (1999) Action Research: A Pathway to Action, Knowledge and Learning, RMIT University Press, pp 99-100. Cook, D. (2001) The Talking Cure In HabermasÃ¢Â�Â�s Republic, New Left Review 12, November-December, pp 135-151. Denzin, N. and Lincoln, Y. (Eds) (2000) Handbook of Qualitative Research 2nd Edition, Sage Publications. Fay, B. (1987) Critical Social Science, Polity Press, p 27. Habermas, J. (1996a) Dogmatism, Reason and Decision: On Theory and Praxis in Our Scientific Civilisation, in Outhwaite, W. (Ed) The Habermas Reader, Polity Press, p 90. Habermas, J. (1996b) Between Facts and Norms: Contributions to a discourse theory of laws and democracy, Polity Press, p 329-387. Hooley, N. (2002) Two-Way Enquiry Learning: Exploring the interface between Indigenous and non-Indigenous Knowing, Victoria University of Technology. Ivanitz, M. (1999) Culture, Ethics and Participatory Methodology in Cross-Cultural Research, Australian Aboriginal Studies, AIATSIS. Kaplan, A. (1964) The Conduct of Inquiry: Methodology for Behavioral Science, Chandler Publishing Company, p 43. Langton, M. (2002) Senses of Place, Overland, No 166, p 87. Lather, P. (1991) Getting Smart: Feminist Research and Pedagogy With/in the Postmodern, Routledge. Lincoln, Y. S. and Guba, E. G. (1985) Naturalistic Inquiry, Sage Publications, p 222. Marcuse, H. (1989) Philosophy and Critical Theory, in Bronner, S. E. and Kellner, D. M. (Eds) Critical Theory and Society: A Reader, Routledge, p 59. McTaggart, R. (1991) Action Research: A Short Modern History, Deakin University Press, p 34. Pritchard, I. A. (2002) Travellers and Trolls: Practitioner Research and Institutional Review Boards, Educational Researcher, Vol 31 No 3, p 6. Reason, P. and Bradbury, H. (Eds) (2001) Handbook of Action Research: Participative Inquiry and Practice, Sage Publications. Semchison, M. R. S. (2001) Ways of Learning: Indigenous Approaches to Knowledge: Valid Methodologies in Education, The Australian Journal of Indigenous Education, Vol 29 No 2, p 9. FALSE 5 2-s2.0-25144508920 2023-07-01 04:02:53