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Personal Passionate Participatory Inquiry Into Social Justice in Education (PB)
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(Buch) |
Dieser Artikel gilt, aufgrund seiner Grösse, beim Versand als 2 Artikel!
| Inhalt: |
| A volume in Research for Social Justice Personal~Passionate~Participatory Inquiry
(Sponsored by AERA Qualitative Research SIG and International Studies SIG)
Series Editors Ming Fang He, Georgia Southern University and JoAnn Phillion, Purdue University
Series Scope: Research for Social Justice: Personal~Passionate~Participatory Inquiry, the book series, demonstrates a form of
educational inquiry that connects the personal with the political, the theoretical with the practical, and research with social and
educational change. The principle aspect of this form of inquiry that distinguishes it from others is that the researcher is not separate
from the socio-political and cultural phenomena of the inquiry, the data collected, findings, interpretations, or writing. The purpose of
the proposed book series is to draw together work which demonstrates three distinct qualities: personal~ passionate~ participatory with
explicit research agendas that focus on equity, equality, and social justice, specific research methodologies that illustrate the
participatory process of the inquiries, and positive social and educational change engendered by the inquiries.
Scope of the Book: Personal~Passionate~Participatory Inquiry into Social Justice in Education, the first book in the series, features
14 programs of social justice oriented research on life in schools, families, and communities. This work, done by a diverse group of
practitioner researchers, educators, and scholars, connects the personal with the political, the theoretical with the practical, and research
with social and educational change. These inquiries demonstrate three distinct qualities. Each is personal, compelled by values and
experiences researchers bring to the work. Each is passionate, grounded in a commitment to social justice concerns of people and places
under consideration. Each is participatory, built on long-term, heart-felt engagement, and shared efforts. The principle aspect of the
inquiries featured in the book series that distinguish it from others is that researchers are not detached observers, nor putatively
objective recorders, but active participants in schools, families, and communities. Researchers have explicit research agendas that focus
on equity, equality, and social justice. Rather than aiming solely at traditional educational
research outcomes, positive social and educational change is the focal outcome of inquiry.
The researchers are diverse and their inquiries are far ranging in terms of content, people and
geographic locations studied. These studies reflect new and exciting ways of researching and
representing experience of the disenfranchised, underrepresented, and invisible groups
seldom discussed in the literature, and challenge stereotypical or deficit oriented perspectives
on these groups. This book informs pre-service and in-service teachers, educators,
educational researchers, administrators, and educational policy makers, particularly those
who advocate for people who are marginalized and those who are committed to the
enactment of social justice and positive educational and social change. |
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i.d.R. innert 7-14 Tagen versandfertig
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