Overview

A must-have resource, Critical Participatory Action Research in Higher Education brings together real examples, case studies, and learning materials to guide the use of critical action research methodologies. This timely book catalogues efforts to affect change in our own communities, and invites readers to consider how action research has been conducted in U.S. colleges and universities by minoritized and marginalized scholars. In particular, it highlights those projects that have been led by Scholars of Color, queer scholars, disabled scholars, and other racially minoritized scholars, with an explicit aim to raise up and attend to the needs of our communities. An important text for education graduate programs, this book provides a roadmap for community-engaged work, includes framing theory to help new researchers apply this work to college and university settings, and provides rich features such as cases and sample datasets and other tools for use in Research courses. Chapter 2 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.

Full Product Details

9781032745039

Table of Contents

Reviews

“This book is an integral contribution for helping scholars understand and practice critical research methods for, by and with the communities they deeply care about. The chapters guide readers in exploring the contours of CPAR and its incredible usefulness in higher education research. I am most appreciative of how this book, a love letter to current and future scholars, represents a commitment to both illuminating marginalized communities, while simultaneously upsetting the centrality of whiteness, so often embedded in CPAR research.” Lori Patton Davis, Heyman Endowed Chair and Educational Leadership Program Faculty Director, University of California, Los Angeles, USA. ""Critical Participatory Action Research in Higher Education not only explains and demonstrates PAR methodology effectively but also invites a deeper reflection within yourself, the participants, the research process, and most importantly, the research topic — resulting in transformative outcomes and valuable resources.” Aniya Willis, CPAR Student Co-researcher, University of Georgia, USA.

Author Information

Orkideh Mohajeri is Associate Professor of Higher Education Policy & Student Affairs at West Chester University of Pennsylvania, USA. Roshaunda L. Breeden is Assistant Professor of Educational Leadership, Policy, and Human Development at North Carolina State University, USA. Mia Ocean is Associate Professor of Social Work at Wichita State University, USA.

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