Current AR projects
July 2020
The New Educator: Call for Manuscripts; Themed Issue: “Teacher Education in the Online Environment”
Online education--whether in the P-12 or teacher education context--necessitates the routine use of educational technology. Researchers in the field of educational technology have cautioned us to not just focus on the technological tools, but to consider how these tools are used to support learning goals and larger essential questions. Building on Schulman's work in Pedagogical Content Knowledge (PCK), Punya Mishra and Matthew J. Koehler argue that intentional, thoughtful teaching with technology is a complex additional form of knowledge they call "Technological Pedagogical Content Knowledge” (TCPK). In this issue we seek to build knowledge in TCPK not for teaching P-12 students, but as teacher educators providing online education to pre- and in-service teacher candidates. (See attachment below for full call)
************
TESOL 2021 International Convention: Call for submissions
Session Abstract: Education in multilingual, multicultural classrooms has involved teachers' language awareness, an approach that recognizes that all teachers use, frame, and create opportunities for students to use language(s). In this sense, all teachers are language teachers. This session examines language aware teaching and research in increasingly multilingual, and now, remote classrooms.
At this time the format is uncertain -- it may be 1 hour and 15 minutes or 1 hour and 45 minutes. We anticipate participation by 3-4 presenters (depending on program length) and by our moderator, Dr. Wong, and a discussant. We are especially interested in the action research perspective and are inviting you and/or members of the AERA Action Research SIG to send a 200-word abstract (not including references) to jessie.curtis@gse.rutgers.edu by August 30. (see full call attached below)
********
EDUCATIONAL ACTION RESEARCH (full call attached at the bottom of the page)
SPECIAL ISSUE
Re-issuing Call for Papers
Due to the current covid19 crisis some of the authors originally planning to submit manuscripts for this Special Issue have been unable to complete their work. We are therefore reopening the call for abstracts for this Special Issue.
Participatory Research to Address Climate Change and Sustainability
We welcome research papers that report on action research related to climate change and sustainability (maximum of 8,000 words including references). In addition, we invite short communications raising relevant questions, describing local school and community practitioner-led initiatives, or reporting preliminary works from the field (maximum 2,000 words including references). Both types of submissions will be reviewed through our normal process.
Please submit an abstract of your proposed paper of no more than 250 words by no later than 31 August 2020. Invitations for full submissions will be sent to authors by no later than 18 September 2020. Full drafts of manuscripts will be due no later than 31 January 2021. We anticipate print publication of the Special in later 2021 or early 2022, but articles will be published online as they are accepted for publication.
Contributions for this Special Issue should be submitted through the EAR online system (https://mc.manuscriptcentral.com/reac) If you have any questions please feel free to contact Mary Brydon-Miller (mary.brydon-miller@louisville.edu).
Please note the Aims and Scope of the Educational Action Research journal below:
********************
June 2020
Barry S. Kramer has just published his second action research project on supporting new "Hello World" Learning circle on the Global Education iEARN action research site. Check out the link below!
********************
Our friends at the Action Research Network of the Americas (ARNA) have launched a new project related to the Covid-19 pandemic.
ARNA LAUNCHES PHOTOVOICE PROJECT ON COVID-19 AND SOCIAL SOLIDARITY
Check it out here: https://arnawebsite.org/news/
****************
May, 2020
Nothing about us without us! A PALAR approach to improving inclusion in a Zimbabwean College of Education
Received 02 May 2019, Accepted 26 Apr 2020, Published online: 21 May 2020
https://doi.org/10.1080/13603116.2020.1766124
ABSTRACT
Higher education institutions should ensure they create conducive spaces for students with disabilities to engage fully in both academic and social spheres. Yet, too often the educational opportunities of these students are limited by social and structural barriers to inclusion. As Principal of a teacher education college in Zimbabwe, I saw it as my responsibility to improve inclusion in my institution. I proceeded from a critical disability theory perspective, engaging ten students with disabilities in a participatory action learning and action research project, on the grounds that people with disability are best placed to know how to improve their own situation. Data were generated through transcriptions of group discussions, photo voice, written narratives, a questionnaire and researcher field notes. Thematic data analysis revealed many barriers to inclusion. The participatory process explained in this article, and the findings that emanated, generated knowledge that would not have been accessible to an able-bodied researcher. Such participatory forms of research give students with disabilities a voice and increase their sense self-worth and agency to bring about change that improves their quality of life.
**************************
Greetings,
Participatory Research in Asia (PRIA) is one of the longest-standing and most innovative and productive action research groups in the world. Based in India, this project, organized and authored by PRIA Youth Team, sets a fine example in terms of the role youth participatory action research (YPAR) can play during the pandemic. The project helps us to see that democratizing knowledge production in the pandemic helps shine a light on groups that might otherwise be marginalized. Although we have been hearing about various at-risk population and COVID-19 (important for us to be aware of them all!), we have not heard as much about youth and in particular from youth. We hope this project report is shared far and wide and that the sharing results in the launches of many pandemic-focused YPAR projects focusing on perspectives of youth as they cope and respond to the economic, social and humanitarian impact of the COVID-19 pandemic. Such projects can contribute in important ways to policy making, youth activism and knowledge democracy. To view the project, please visit, https://www.socialpublishersfoundation.org/knowledge_base/covid-19-and-young-people-impact-and-solutions/
As we all strive to maintain some sort of normalcy during this difficult time, please be safe and stay well.
Best wishes to all,
Social Publishers Foundation
"Social publishing with a social conscience"