Crisis, Empowerment and Learning in Early Childhood: Deepening Meaning through Arts-based Research and Action Research
Published In
Meaning Making in Early Childhood Research
Document Type
Book Chapter
Publication Date
1-2018
Subjects
Early childhood education -- Qualitative research, Early childhood education -- Curricula, Metaphor, Action research
Abstract
As early childhood teacher educators, we wonder how we create action research experiences that support our intent of empowering teachers as researchers and agents of change. This research uses collage and interview, focusing on questions regarding empowerment, learning, and crisis in the action research process. Our findings demonstrate that empowerment came out of crisis points and, through reflection in and on action, appears inseparable to action research encounters. In particular, action research evokes dissonance, resolutions, and evolution in these teachers’ and participant-researchers’ agency, and meaning is generated out of the metaphors.
Rights
© 2018 Taylor & Francis
Persistent Identifier
https://archives.pdx.edu/ds/psu/27934
Citation Details
Parnell, W., & Iorio, J.M. (2018, Jan). Crisis, empowerment and learning in early childhood: Deepening meaning through arts-based research and action research. In JM Iorio and W Parnell (Eds.), Meaning Making in early childhood research (pp. 30-52). Special series Changing Images in Early Childhood. Routledge Taylor and Francis: NY.