Collaborative Writing for Academic Publication as a Participatory Action Research Team: Moving From Distance and Distaste Toward a Process of Transformative Engagement

• In Event: 70.065 - Roundtable Session 27
  In Roundtable Session: 70.065-8 - Action Research in and With the Community

Abstract

While participatory action research’s (PAR) democratic and social justice principles promote team member involvement across the research, collaborative team writing is not standard practice. Peer-reviewed publications are predominately written by academic team member(s), and may include varied but often limited, co-authorship from youth, teachers and/or community team members. Drawing from narrative and transformative approaches (White and Epson, 2000; Tyler & Swartz, 2012), this paper narrates a youth-adult PAR team’s movement from a sense of distance and distaste towards academic writing to experiencing writing for publication as a process of transformative engagement. Central to this narrative is the exploration of how the cultures of PAR and peer-reviewed publication supported and constrained possibilities for transformative engagement within the context of collaborative writing.

Author

• Morgan Gardner, Memorial University