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The good fight: action research as resistance.

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Title: The good fight: action research as resistance.
Authors: Martin, Gina1 grmartin@sc.email.edu, Currin, Elizabeth1
Source: Educational Action Research. Oct2023, Vol. 31 Issue 4, p781-796. 16p. 1 Diagram.
Subject Terms: *Action research in education, *Teacher researchers, *Critical theory, *School boards, *School districts, Ethnology research, Review committees
Company/Entity: United States. Bureau of Indian Affairs
Abstract: What options are available for educational action researchers whose research proposals have been denied by an institutional review board (IRB)? This article introduces critical post-intentional phenomenological action research (CP-IPAR) as one remedy for such rejections. In the spirit of accidental ethnography, whereby unexpected, accidental events produce unintended data and findings, the authors, a doctoral candidate and dissertation chair, reflect on insights that emerged from the district-level rejection of Martin's dissertation proposal. Together, the authors explore action research as a tool for resistance to this rejection, recounting how CP-IPAR allowed them to work through the district's prohibition of traditional forms of action research. CP-IPAR's examination of how events change with context dovetails with action research's emphasis on recursive growth and amplifies the dialogue between action research and critical theory. We propose that CP-IPAR is an ideal methodology for conducting action research in restrictive environments, particularly for teacher-researchers whose work must be approved by both university and local school district review boards. This article situates the precipitating incident within scholarship on action research's evolving relationship with institutional review, demonstrates how accidental ethnography created space for us to examine the incident generatively, and illustrates how CP-IPAR deepens our understanding of action research. [ABSTRACT FROM AUTHOR]
Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The good fight: action research as resistance.
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  Data: *<searchLink fieldCode="DE" term="%22Action+research+in+education%22">Action research in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+researchers%22">Teacher researchers</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+theory%22">Critical theory</searchLink><br />*<searchLink fieldCode="DE" term="%22School+boards%22">School boards</searchLink><br />*<searchLink fieldCode="DE" term="%22School+districts%22">School districts</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnology+research%22">Ethnology research</searchLink><br /><searchLink fieldCode="DE" term="%22Review+committees%22">Review committees</searchLink>
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  Data: What options are available for educational action researchers whose research proposals have been denied by an institutional review board (IRB)? This article introduces critical post-intentional phenomenological action research (CP-IPAR) as one remedy for such rejections. In the spirit of accidental ethnography, whereby unexpected, accidental events produce unintended data and findings, the authors, a doctoral candidate and dissertation chair, reflect on insights that emerged from the district-level rejection of Martin's dissertation proposal. Together, the authors explore action research as a tool for resistance to this rejection, recounting how CP-IPAR allowed them to work through the district's prohibition of traditional forms of action research. CP-IPAR's examination of how events change with context dovetails with action research's emphasis on recursive growth and amplifies the dialogue between action research and critical theory. We propose that CP-IPAR is an ideal methodology for conducting action research in restrictive environments, particularly for teacher-researchers whose work must be approved by both university and local school district review boards. This article situates the precipitating incident within scholarship on action research's evolving relationship with institutional review, demonstrates how accidental ethnography created space for us to examine the incident generatively, and illustrates how CP-IPAR deepens our understanding of action research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/09650792.2022.2033288
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      – Code: eng
        Text: English
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      – SubjectFull: Action research in education
        Type: general
      – SubjectFull: Teacher researchers
        Type: general
      – SubjectFull: Critical theory
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      – SubjectFull: School boards
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      – SubjectFull: School districts
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      – SubjectFull: Ethnology research
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      – SubjectFull: Review committees
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      – SubjectFull: United States. Bureau of Indian Affairs
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      – TitleFull: The good fight: action research as resistance.
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            – D: 01
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              Text: Oct2023
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