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Personal~Passionate~Participatory Inquiry into Social Justice in Education (HC) (Paperback, New)
Loot Price: R2,867
Discovery Miles 28 670
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Personal~Passionate~Participatory Inquiry into Social Justice in Education (HC) (Paperback, New)
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Total price: R2,887
Discovery Miles: 28 870
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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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