Titlebook: Education, Participatory Action Research, and Social Change; International Perspe Dip Kapoor,Steven Jordan Book 2009 Dip Kapoor and Steven

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Education, Participatory Action Research, and Social Change978-0-230-10064-0

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https://doi.org/10.1007/978-1-349-04184-8ts define the dominant accents of this historical juncture, academics and knowledge/pedagogical workers continue to deliberate on our contributions to education, research, and to knowledge processes. More importantly, for those of us who view such engagements as being ., we . the import of synergies

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https://doi.org/10.1007/978-3-030-77395-3 support the social and material conditions necessary for meaningful participation in a research project, particularly by those subordinated within asymmetrical relations of power. What makes PAR participatory, and thus socially just, is contingent on opportunities provided for those involved to exe

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Mohammed Ali Al-Bar,Hassan Chamsi-Pashatices to make them more coherent, just, rational, informed, satisfying, and sustainable. PAR involves groups of people working together on a thematic concern (Kemmis & McTaggart, 1988) that arises in their practice. Kemmis and McTaggart (2005) described public spheres, where people gather to develop

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