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Direct linkStapleton, Amy; Mayock, Paula – Educational Action Research, 2023
Participatory Action Research (PAR) is often applauded for creating a more egalitarian relationship between researchers and research participants. Nonetheless, PAR studies, particularly those involving young people, have been critiqued for their claims about its benefits, particularly the assertion that PAR is 'more' empowering and/or morally and…
Descriptors: Action Research, Participatory Research, Power Structure, Young Adults
McStravock, Kevin – Perspectives: Policy and Practice in Higher Education, 2023
Students who serve on the governing body of UK and Irish higher education institutions often report challenges due to a perceived power dynamic. This study explored the perspectives of power among current and former student governors (n = 14). This research highlighted the importance of power and its role in determining the influence (or lack of)…
Descriptors: Power Structure, Governance, Higher Education, Student Participation
Annie A. Hemphill – ProQuest LLC, 2023
White individuals can play a key role in the realization of an education policy and can drastically impact how a policy is implemented because of their resources and the status that come with associating with the privileged racial group in the current racial hierarchy that exists in the United States. Several education policies, such as school…
Descriptors: Whites, Educational Policy, Racism, Power Structure
Matthew Burns – ProQuest LLC, 2023
This paper examines the communication patterns of an academic program and the power dynamics between faculty, staff, and student workers. This study utilized participatory action research and consisted of two cycles of data collection. Additionally, this study relied heavily on current research and findings for nonacademic programs like libraries…
Descriptors: Student Employment, Power Structure, Teacher Student Relationship, College Freshmen
Download full textJoanna L. Meyer; Clare Waterman; George A. Coleman; Michael J. Strambler – Educational Policy, 2023
In this article, we provide insight into sharing power and balancing practitioner and researcher priorities during the process of establishing a research agenda for a research-practice partnership (RPP). We draw on the literature about effective collaboration within RPPs to identify concepts and factors that can help or hinder the research…
Descriptors: Educational Research, Partnerships in Education, Politics of Education, Research Needs
Beighton, Christian; Naz, Zahid – Discourse: Studies in the Cultural Politics of Education, 2023
This paper examines emerging discourses and practices of quality assurance in English Further Education (FE), a sector currently undergoing significant change. Using a broadly ethnographic approach and Foucauldian theories of power, we discuss how 'documentisation' contributes to governance techniques in a specific institutional context.…
Descriptors: Adult Education, Foreign Countries, Governance, Power Structure
Zusho, Akane; Kumar, Revathy; Bondie, Rhonda S. – Educational Psychologist, 2023
In the liberatory spirit of Black scholars and honoring the pioneering work of motivation theorists dedicated to a democratic vision of education, this article calls for a new paradigm of standards-based reform. Specifically, we maintain that current standards largely reflect the interests of White, male elites and elevates the economic agenda…
Descriptors: Fear, Psychological Patterns, Standards, Educational Change
Phelps-Ward, Robin; Latz, Amanda O.; Kelly, Bridget Turner; Kortegast, Carrie – International Journal of Qualitative Studies in Education (QSE), 2023
The purpose of this study is to re-examine and reimagine the role of power in participatory visual methodologies (PVM) research. From our four unique standpoints as higher education faculty (two of us identify as queer white women and two of us identify as Black women; all of us as ciswomen), we engage a collective autoethnographic approach to…
Descriptors: Power Structure, Research Methodology, College Faculty, Reflection
Sumpter, Lovisa – Education Inquiry, 2023
This paper aims to investigate the reasons some female mathematicians give to justify their choice to not work in academia after finishing their doctoral studies. Nine female mathematicians who finished a PhD in Sweden answered a written questionnaire. Through collective narrative analysis, two main tracks were identified. One narrative described…
Descriptors: Foreign Countries, Mathematics, Professional Personnel, Females
Shani Adia Evans – Urban Education, 2024
This interview study examines the school choices of white middle class parents who live in a large Northeastern city. Interviewees identify as progressive urbanites and express an appreciation for racial diversity. Simultaneously, interviewees draw on anti-Black stereotypes when evaluating school options and avoiding majority Black schools. While…
Descriptors: Parents, Whites, Middle Class, Urban Areas
Khanh Q. Tran; S. Selcen Guzey – Journal of Research in Science Teaching, 2024
Science teachers and educators seek to promote equity and inclusion within their classrooms. Yet, many do not examine how their roles could reproduce oppression that continues to exclude certain groups of students. Centering on how oppression interacts with science teaching and learning, this naturalistic study observed Ms. William and her…
Descriptors: Middle School Teachers, Science Teachers, STEM Education, Culturally Relevant Education
Angel Chan; Jenny Ritchie – International Journal of Qualitative Studies in Education (QSE), 2024
This paper performs a critical qualitative inquiry exploring supervision pedagogies utilising duoethnography as both methodology and conceptual framing. We begin the inquiry by reflecting upon our social and cultural identities and our evolving supervisor/supervisee-colleague-friend relationship. Our critical dialogue then shifts to scrutinising…
Descriptors: Doctoral Programs, Supervisors, Supervisory Methods, Supervisor Supervisee Relationship
Sarah D. Castle; W. Carson Byrd; Benjamin P. Koester; Meaghan I. Pearson; Emily Bonem; Natalia Caporale; Sonja Cwik; Kameryn Denaro; Stefano Fiorini; Yangqiuting Li; Chris Mead; Heather Rypkema; Ryan D. Sweeder; Montserrat B. Valdivia Medinaceli; Kyle M. Whitcomb; Sara E. Brownell; Chantal Levesque-Bristol; Marco Molinaro; Chandralekha Singh; Timothy A. McKay; Rebecca L. Matz – International Journal of STEM Education, 2024
Background: Large introductory lecture courses are frequently post-secondary students' first formal interaction with science, technology, engineering, and mathematics (STEM) disciplines. Grade outcomes in these courses are often disparate across student populations, which, in turn, has implications for student retention. This study positions such…
Descriptors: College Students, STEM Education, Research Universities, Grades (Scholastic)
Esohe R. Osai; Shanyce L. Campbell; James W. Greer – Children & Schools, 2024
Out-of-school time (OST) has great significance as a youth development space that can support students' exploration of social justice. Such opportunities for exploration are especially important in times of social distress and upheaval, such as those experienced during the school shutdowns and racial unrest associated with the global pandemic.…
Descriptors: Youth, Leisure Time, Extracurricular Activities, Social Justice
Timo Van Canegem; Mieke Van Houtte; Jannick Demanet – Research Papers in Education, 2024
Across the world, numerous students are being bullied at school. Bullying is often caused by a power imbalance between students. Therefore, identifying potential sources of such a power imbalance can prevent school bullying from happening. Based on the labelling theory, we expect that grade retention can lead to such a power imbalance and,…
Descriptors: Bullying, Grade Repetition, Correlation, Power Structure
