Participatory Action Research (PAR) as Democratic Disruption: New Public Management and Educational Research in Schools and Universities

Autor/in	Anderson, Gary
Titel	Participatory Action Research (PAR) as Democratic Disruption: New Public Management and Educational Research in Schools and Universities
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 30 (2017) 5, S.432-449 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2017.1303211
Schlagwörter	Participatory Research; Action Research; Public Administration; Public Administration Education; Educational Research; Neoliberalism; Politics of Education; Accountability; Democracy; Educational Change; Resistance to Change; Governance; Audits (Verification); School Culture; Schools of Education + Suchen Sie Ihr Suchwort? Forschungstätigkeit; Projektforschung; Öffentliche Verwaltung; Bildungsforschung; Pädagogische Forschung; Neo-liberalism; Neoliberalismus; Educational policy; Bildungspolitik; Verantwortung; Demokratie; Bildungsreform; Education; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Schulkultur; Schulleben; Erziehungswissenschaftliche Fakultät
Abstract	Pro-market and business approaches to management in the public sector (new public management--NPM) have created an audit culture in schools driven by top-down, high stakes accountability, and the fetishization of data. Within this context, authentic, qualitative, and democratic forms of inquiry, both in universities and schools, become easily co-opted. I argue in this article that the use of a community-based, participatory action research (PAR) stance has the potential to disrupt NPM and open up authentic and democratic spaces in which to engage in inquiry. The goal of democratization through a PAR stance is not an attempt to return to a pre-data driven past nor to make current neoliberal reforms more palatable, but rather to create more horizontal relationships among professionals, colleges of education, public schools, and low-income communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01