An instructional focus on critical literacy (CL) encourages students to become active readers and writers of cultural texts so that they can create their own meanings in order to shape and transform their social conditions (Lankshear & McLaren, 1993; Shor, 1992). It is, however, seldom pursued with English learners (ELs) because teachers assume that students’ limitations in English will preclude academic engagement with complex social and moral issues. The participatory action research described in this article challenges this assumption (Lau, 2010). Working with an ESL teacher in the Greater Toronto Area, I documented the progress of Grades 7 and 8 ELs engaged in CL work despite their limited English proficiency
Participatory research in education provides an opportunity for university-based researchers to collaborate with teachers to develop understandings and to overcome the school-university and research-practice divides. Several studies illuminate the challenges inherent in conducting participatory research within the institutional context of schools, particularly in achieving a truly equitable research relationship. The purpose of this paper is to argue for a more pragmatic and dynamic view of equity and expertise between school-and university-based collaborators. Elaborating examples from a partnership with teachers at the elementary level, this paper illustrates the complex power dynamics that existed between university-and community-based stakeholders. It points to the need to work with and against existing power structures to co-create multiple and shifting positions of expertise that keep the learning communities open and alive for the promotion of transformative educational practices.
IntroductionOver the past 15 years, educational research has responded to the growth of cultural and linguistic diversity, inquiring into how diversity is shaping curriculum, teaching and learning in school settings. However, nowhere is this knowledge richer than in the classroom and 'at the chalkface', as teachers respond on a daily basis to the changing needs of their students. Collaborative research with teachers working alongside university researchers in a sustained relationship has gained recognition and popularity in the field of education as it can generate in-depth understanding of the circumstances and conditions in classrooms, and bring to light the practices most critical to teachers' successes and struggles in their effort to support students from diverse cultural and linguistic backgrounds. Focusing in particular on relationships, the purpose of this paper is to articulate the complexities inherent in participatory research processes and challenges in working towards equitable relations between school-and university-based co-researchers. Within institutionalised settings of the school and university, we argue that a pragmatic and dynamic view of equity and expertise can support the development of collaborative research relationships, and the enrichment of both teacher and researcher practices and understandings.
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