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Educational Action Research
Connecting Research and Practice for Professionals and Communities
Volume 26, 2018 - Issue 3
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Original Articles

Claiming power by producing knowledge: the empowering potential of PAR in the classroom

Meagan Call-CummingsGraduate School of Education, George Mason University, Fairfax, VA, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-9952-0449
ORCID Icon
Pages 385-402 | Received 12 Oct 2016, Accepted 27 Jun 2017, Published online: 31 Jul 2017

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Meagan Call-Cummings, Giovanni P. Dazzo, LeAnne Beardsley & Jeffrey Blibo. (2023) Performance as transformation / transformative: problematizing performance in PAR. Educational Action Research 31:5, pages 852-867.
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Melissa Hauber-Özer, Meagan Call-Cummings, Sharrell Hassell-Goodman & Elisabeth Chan. (2023) Counter-storytelling: toward a critical race praxis for participatory action research. International Journal of Qualitative Studies in Education 36:6, pages 1175-1190.
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Concilianus Laos Mbato. (2023) Empowering Indonesian students’ regulation of feelings and attitudes in EFL learning through action-oriented reflections. Educational Action Research 31:3, pages 490-509.
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Avy Dwight Hemy & Assaf Meshulam. (2022) ‘Shooting your voice’: challenging power relations at school through Photovoice. Discourse: Studies in the Cultural Politics of Education 43:6, pages 944-960.
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Ben H.J. Smit, Jacobiene A. Meirink, Dineke E.H. Tigelaar, Amanda K. Berry & Wilfried F. Admiraal. (2022) Principles for school student participation in pre-service teacher action research: a practice architecture’s perspective. Educational Action Research 0:0, pages 1-21.
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Allan Feldman & Lonnie Rowell. (2019) Knowledge democracy and action research – an exchange. Educational Action Research 27:3, pages 335-346.
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