Abstract: By reflecting on a research project involving the evaluation of a Neighborhood Association program in the Pacific Northwest, I develop a taxonomy of ethical research practices and considerations for social science researchers to use in their own critically engaged community research, ranging from institution- to researcher- to community-led practices. This paper makes visible the competing concerns of a diverse community in research processes, and suggests that hybridizing accountability practices can support ethical engagement across power differentials in pursuit of social justice. The taxonomy of practices theorized here is supported by a set of values that act as less-tangible orientations for researcher-led decision making. Practices include formal processes such as organizational and legal policies, critical self-reflection in positionality and active reflexivity, desire-based narrative and design, member checking and collaborative interpretation, and power-mitigating theories including un/ethics and elite theorizing. The values and orientations highlighted include discernment, flexibility, transparency, reciprocity, contextuality and critical iteration.
Continue ReadingWe report an evaluation of a place-based education (PBE) teacher professional development program that aimed to understand the perceived impact of PBE on students and teachers, constraints to implementation of PBE in schools, and strengths and limitations of the professional development program, as identified by teachers. Nine teachers, the full 2014 cohort of participants in Wilderness Inquiry’s PBE professional development program, completed a written reflection exercise and were interviewed following the implementation of a PBE lesson or unit developed as part of their professional development program. Findings indicate that teachers perceived PBE to have several important impacts on students, including stronger engagement in learning, enhanced collaboration, and heightened significance for the concepts learned. Teachers also perceived impact on themselves, including professional growth, sense of fulfillment and an expanded repertoire of teaching approaches. However, there were perceived constraints to implementing PBE, including support from peers and administrators, time, money, weather, and the composition of the class. This research adds to a growing body of research reporting positive impacts of PBE. Teachers’ feedback on the professional development program highlighted specific aspects of an effective professional development program. An enhanced understanding of the benefits of and challenges to PBE and program characteristics that maximize teachers’ time at a professional development program will help educators and curriculum developers to better support, develop, and encourage the implementation of PBE in standardized curriculum.
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