Document Type
Article
Publication Date
Spring 2017
Published In
Berkeley Review Of Education
Abstract
Authored by a university researcher, school practitioner, and high school student, this article examines how independent schools can utilize participatory action research (PAR) to bolster diversity and inclusion efforts. A case study approach was taken to showcase a two-year PAR project at a progressive independent school that sought to: (a) enrich institutional knowledge of student diversity, (b) capture the present-day schooling experiences of historically marginalized students in independent school settings, and (c) develop a dynamic action plan to ameliorate school issues that emerged through the PAR inquiry process. Committed to institutional research that informs school policy and practice, we argue that PAR provides a rigorous, student-centered, and democratic model for independent school reform.
Recommended Citation
Joseph Derrick Nelson, T. Maloney, and Z. Hodges.
(2017).
"Engaging Diversity And Marginalization Through Participatory Action Research: A Model For Independent School Reform".
Berkeley Review Of Education.
Volume 6,
Issue 2.
155-172.
https://works.swarthmore.edu/fac-education/134
Comments
This work is freely available courtesy of the Berkeley Review of Education. The original version of the article is freely available on the journal's website.