Reconstructing spatial narratives as a mode of action research and planning – Dialogical community actions of urban regeneration in the neighborhoods of Ka-la̍k-á, Taipei
Why does the planning profession often disregard the stories of the ordinary citizens? We all love stories. Sometimes a personal story from the next-door family intrigues us more than the urban history. A shared arcade may be cherished by locals as an eventful route embedded in the community identity through narrative. Yet in declining neighborhoods, […]
Read More...“Student action research: preventing bullying in secondary school – Inkla project”
This paper provides a practical guide to using youth action research to engage “bullying” among high school students It also offers important insights into building partnerships among various stakeholder groups – high school students, university students, and professional researchers – all of whom represent different age-groups, roles, and social statuses. Young people have a lot […]
Read More...How do we work with power, silence and inclusion in our schools?
As educational practitioners, how do we work with power, silence and inclusion in our schools? I work as a psychologist in schools. Some time back, I had an interesting conversation with a secondary school teacher. We had sat down to discuss a young person he was concerned about; after some talking, he paused and looked […]
Read More...The co-conspiring methodology: An invitational approach to action research
“The co-conspiring methodology: An invitational approach to action research” walks us through the author’s own thought processes in how she tried to become part of the community in which she was participating and researching. Her thoughtful reflections and examples on what co-conspiring entails lay out a compelling imperative for other action researchers to consider as […]
Read More...Students as co-researchers to inform student learning: Findings from a poverty simulation
Simulations, like the one described here on poverty, offer rich learning opportunities that are embodied and complex. Here we have a study that lives on the border between student experiential learning and action research. This borderland is very fertile in that students’ engagement in developing a deeper understanding of poverty is fruitful for them, and […]
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