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Whose Side Are We On?: A Call for Critical Solidarity With Participants in Education Research

Whose Side Are We On?: A Call for Critical Solidarity With Participants in Education Research

Michael L. Boucher Jr.
Copyright: © 2019 |Pages: 17
ISBN13: 9781522577300|ISBN10: 1522577300|ISBN13 Softcover: 9781522587125|EISBN13: 9781522577317
DOI: 10.4018/978-1-5225-7730-0.ch005
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MLA

Boucher Jr., Michael L. "Whose Side Are We On?: A Call for Critical Solidarity With Participants in Education Research." Scholarly Publishing and Research Methods Across Disciplines, edited by Viktor Wang, IGI Global, 2019, pp. 93-109. https://doi.org/10.4018/978-1-5225-7730-0.ch005

APA

Boucher Jr., M. L. (2019). Whose Side Are We On?: A Call for Critical Solidarity With Participants in Education Research. In V. Wang (Ed.), Scholarly Publishing and Research Methods Across Disciplines (pp. 93-109). IGI Global. https://doi.org/10.4018/978-1-5225-7730-0.ch005

Chicago

Boucher Jr., Michael L. "Whose Side Are We On?: A Call for Critical Solidarity With Participants in Education Research." In Scholarly Publishing and Research Methods Across Disciplines, edited by Viktor Wang, 93-109. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7730-0.ch005

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Abstract

This chapter seeks to build a new theory in education research, critical solidarity with participants in education research. The theory uses critical pedagogy as a beginning point as expressed in the work of Paulo Freire and subsequent theorists. In Freirean fashion, the researcher asks the question, but the participant is the questioner of their own experience. In this way, the research, in which the authors attempt to empower participants, is a pedagogical tool.

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