Welcome to the InfoSci Platform
Reference Hub1
Participatory Action Research in Adult Education: Methods in Vivencia, Praxis, and Conscientization

Participatory Action Research in Adult Education: Methods in Vivencia, Praxis, and Conscientization

Meagan Call-Cummings, Melissa Hauber-Özer
Copyright: © 2021 |Pages: 20
ISBN13: 9781799876007|ISBN10: 1799876004|ISBN13 Softcover: 9781799890829|EISBN13: 9781799876014
DOI: 10.4018/978-1-7998-7600-7.ch010
Cite Chapter Cite Chapter

MLA

Call-Cummings, Meagan, and Melissa Hauber-Özer. "Participatory Action Research in Adult Education: Methods in Vivencia, Praxis, and Conscientization." Promoting Qualitative Research Methods for Critical Reflection and Change, edited by Viktor Wang, IGI Global, 2021, pp. 180-199. https://doi.org/10.4018/978-1-7998-7600-7.ch010

APA

Call-Cummings, M. & Hauber-Özer, M. (2021). Participatory Action Research in Adult Education: Methods in Vivencia, Praxis, and Conscientization. In V. Wang (Ed.), Promoting Qualitative Research Methods for Critical Reflection and Change (pp. 180-199). IGI Global. https://doi.org/10.4018/978-1-7998-7600-7.ch010

Chicago

Call-Cummings, Meagan, and Melissa Hauber-Özer. "Participatory Action Research in Adult Education: Methods in Vivencia, Praxis, and Conscientization." In Promoting Qualitative Research Methods for Critical Reflection and Change, edited by Viktor Wang, 180-199. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7600-7.ch010

Export Reference

Mendeley
Favorite

Abstract

Participatory action research (PAR) is an embodied form of inquiry that engages those most affected by an issue or problem in creating knowledge and developing solutions. PAR epistemology intersects with a critical approach to adult education in its belief that programs, methods, and content must be relevant to learner needs and challenges and ought to lead to greater social justice. The purpose of this chapter is to offer a review of three critical, participatory inquiry methods that are connected to the ontological and epistemological anchors of PAR. The authors present readers with a useful description of how to enact these onto-epistemological anchors through these methods in diverse contexts. They conclude that these methods have great potential for critical educators to live out their own onto-epistemological commitments, better understand and meet learner needs, and facilitate positive social change.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.