Shared Power, Risk-taking, and Innovation: Participatory Action Research in Jewish Education

Raider-Roth, Miriam; Rector-Aranda, Amy; Kaiser, Tammy; Lipinsky, Liron; Weikel, Alison; Wolkenfeld, Sara; Zaidenberg, Liat

doi:10.1080/15244113.2019.1599234

Cited by 5 publications

(2 citation statements)

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“…In primary, secondary and tertiary education research, educators' risk-taking has been connected with experimentation, change, innovation, educator confidence and praxis (Figueira, Theodorakopoulos, and Caselli 2018, Howard et al 2018, Twyford, Le Fevre, and Timperley 2017, Jones 2018, Le Fevre 2014, Doyle-Jones 2015, Lasky 2005, Iredale et al 2013. Examples of educators' risk-taking identified in the literature include implementing new technology (Howard and Gigliotti 2016), managing relationships and power dynamics with students (Raider-Roth et al 2019, Le Fevre 2014, Clayton 2007, Shier 2001, Ashworth 2004, engaging in conversations about controversial (Pace 2019) or complex topics (Coles-Ritchie and Smith 2017) and standing up for one's beliefs (Lasky 2005, Baker-Doyle, Hunt, andWhitfield 2018).…”

Section: Educators' Risk-takingmentioning

confidence: 99%

“…the theme 'trusting children', Sally and Jackie's conversation about the challenges they faced in deciding how much to trust children demonstrated reflection on their own practices as well as a desire to develop children's sense of empowerment. Studies in other sectors of education have also identified issues of trust, power and control as being risky for educators(Clayton 2007, New, Mardell, and Robinson 2005, Le Fevre 2014, Raider-Roth et al 2019, Baker- Doyle, Hunt, and Whitfield 2018.Educators' risk-taking as contributing to the formation of societies is evident in educators' view that professional risk-taking supports the development of children as competent and empowered individuals and can be acts of advocacy and activism. Analysis of the data suggests that educators saw the development of children as competent and empowered individuals as beneficial for society.…”

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confidence: 99%

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Educators’ risk-taking in high quality early childhood education

Cooke

Press

Wong

2020

International Journal of Early Years Education

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There is little research to show how early childhood educators perceive risk-taking and whether, in the pursuit of high quality early childhood education, educators might take risks in their professional practice. We conducted a qualitative case study to explore early childhood educators' views on, and engagement with, risk-taking in professional practice.Through thematic analysis of interviews with 55 educators in three high quality early childhood education services, we show that, for the educators in the study, risk-taking was a valuable aspect of professional practice driven by three main motivations: professional growth and development; developing children as competent and empowered individuals; and advocacy and activism. We also show that educators' risk-taking was enacted under five broad themes: providing opportunities for children to take risks; trusting children; doing things that are new; expressing ideas and beliefs; and including curriculum content that may be considered controversial, complex and inappropriate for children. We conclude that for educators in the study, risk-taking was enacted as courageous, ethically and morally driven praxis in pursuit of high quality ECE for the benefit of both individuals and society.

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Section: Educators' Risk-takingmentioning

confidence: 99%

mentioning

confidence: 99%

Educators’ risk-taking in high quality early childhood education

Cooke

Press

Wong

2020

International Journal of Early Years Education

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Creating dialogues as a quiet revolution: exploring care with women in regenerative farming

Aare,

Umantseva,

Sørensen

2024

Agric Hum Values

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Around the world, practitioners and academics are engaging in the rise of regenerative farming. On the margins of the predominant farming system, and often with little support and acknowledgement, regenerative farming is surprisingly persistent and represents a radical response to industrialization, ecological crises and alienation. This study uses feminist theories to grasp farmers’ regenerative experiences and explores how dialogical methodologies can create collective thinking among farmers and between academia and practice. The study is based on dialogues and iterative writing between three female researchers and two female regenerative farmers in Denmark in which we explore regenerative farming practices, female perspectives, feminist (more-than-human) care, and the sustainability crises we are facing today and in the future. The exchange of thoughts provides insights into what it is to be human in farming, including more-than-human relationships, as well as reflections on composting as a reproductive practice, and the (quiet) revolutionary potential of regenerative farming. Thus, we experience how creating collective thinking about common concerns across academia and practice can entail feelings of being part of a community as well as involve actual consequences and risks. Finally, it reminds us that sharing fragility by laying bare our work (and thoughts) as both researchers and practitioners allows for careful dialogues and valuable insights.

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