Department of Teacher Education, School of Education, DePaul University, Chicago, IL, USA.
Am J Community Psychol. 2010 Sep;46(1-2):139-51. doi: 10.1007/s10464-010-9319-8.
This article explores the role of collaborative, ethnographic, participatory action research (PAR) with eighth grade students as a set of possible literacy practices for involving students with issues connected to their lives, resources, language(s), and communities. Findings are based on a year of fieldwork conducted as part of shared inquiry into one public school community's experiences with gentrification and meeting the complex needs of diverse learners. Findings bring to life the ways in which PAR facilitates the redefining of reading, writing, and research; the reconsideration of languages; the rethinking of literacy practices; and the repositioning of participants within and beyond given research endeavors.
本文探讨了与八年级学生合作进行民族志、参与式行动研究（PAR）的作用，将其作为一系列可能的读写实践，让学生参与到与他们的生活、资源、语言和社区相关的问题中。研究结果基于作为共同探究的一部分，在一所公立学校社区经历的城市化和满足多样化学习者的复杂需求的一年实地调查。研究结果生动地展示了 PAR 如何促进阅读、写作和研究的重新定义；语言的重新思考；读写实践的重新定位；以及参与者在给定的研究努力内外的重新定位。
