Responsible action research for the pursuit of justice

Abstract

The pursuit of justice has concerned human beings for centuries and, despite its importance, often remains outside the boundaries of our educational systems. This article reports on a study of an action research seminar for a group of teacher leaders in a position to instigate positive change within their educational context, and make their actions occasions for justice. In order to better understand the textual data generated by the teacher leaders, we devised an analytical lens that draws from modern rabbinical scholarship, eco-political (socio-political) studies, and existentialism. We found at this intersection that, despite the teacher leaders recognizing injustice, and at times protesting against it, their ability to act, formulate solutions, and conduct action research -and even their very concept of justice -was heavily influenced and constrained by the dominant political regime of the US educational system. An explanatory framework emerged that sheds light on the dynamic interplay among justice, politics, and beliefs, while also revealing the constraints to pursuing justice from within a leadership structure. We conclude that for action research to be a means for teachers and teacher leaders to begin to modify their practice so they are sensitive to the voices of the marginalized, to see their actions as opportunities for justice, and to provide collaborative experiences that help other teachers develop their ways of thinking, acting, and interacting in pursuit of justice, those who teach action research must be willing to do the very same.

A review of the empirical research on teacher leadership (2003–2017)

“…and Shamir-Inbal (2017), Cheng and Szeto (2016) and Hofstein et al (2004) School or district curriculum work Firestone and Martinez (2007), Grant et al (2010) and Lai and Cheung (2015) Professional development of colleagues Allen (2016), Baecher (2012) and Yost et al (2009) Participation in school change/ reform/improvement Baecher (2012), Cooper et al (2016), Conway and Andrews (2016),Lai and Cheung (2015) andYager et al (2013) Parent and community involvementBeachum and Dentith (2004) andFrost (2012) Pre-service teacher educationSinha and Hanuscin (2017) and White (2014) Action researchFeldman et al (2015),Margolis (2008) and Smeets and Ponte (2009) Promoting social justice Baker-Doyle (2017) andFeldman et al (2015) …”

Promoting a participatory convergence in a Spanish context: an inter-university action research project using visual narrative

“…Taking into account the Spanish university scenario described above, we consider it a priority to rethink university teaching practice along the lines of a model of participatory responsibility based on social connection, through action research. A shared responsibility that requires the activism of everybody in order to be able to exert influence jointly, acting in the face of the maintenance of the processes that cause injustices, generating practices that enable us to understand the structural relationships in which situations of injustice are produced and to become aware of our role in transformation through collective action (Feldman, Bennett, and Vernaza-Hernandez 2015;Young 2011). Precisely, one of the main characteristics that define PAR is 'the collective way in which knowledge is produced, and the collectivization of this knowledge' (Fals-Borda and Rodríguez Brandao 1987, 18).…”