Education, participatory action research, and social change : international perspectives
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Introduction: International Perspectives on Education, PAR, and Social Change D.Kapoor & S.Jordan PART I: INTERNATIONAL PERSPECTIVES ON EDUCATION AND PAR From a Methodology of the Margins to Neoliberal Appropriation and Beyond: Lineages of PAR S.Jordan Subaltern Social Movements (SSM) and the Politicization of PAR D.Kapoor When Research becomes a Revolution: Participatory Action Research with Indigenous Peoples C.Weber-Pillwax Ko tatou te rangahau, ko te rangahau ko tatou: A Maori Approach to Participatory Action Research L.Te Aika & J.Greenwood Translating 'Participation' from North to South: A Case Against Intellectual Imperialism in Social Science Research C.Chambers & H.Balanoff Action Research for Curriculum Internationalization: Education versus Commercialization R.McTaggart & G.Curro Critical Complexity and Participatory Action Research: Decolonizing 'Democratic' Knowledge Production J.Kincheloe Reconceptualizing Participatory Action Research for Sustainability Education E.Lange PART II: INTERNATIONAL CONTEXTS: CASE STUDIES OF PAR, EDUCATION, AND SOCIAL CHANGE Chara chimwe hachitswanyi inda: Indigenizing Science Education in Zimbabwe E.Shizha Research and Agency: The Case of Rural Women and Land Tenure in Tanzania C.Mhina NGO-Community Partnerships, PAR, and Learning in Mining Struggles in Ghana V.Kwai Pun Ethnography-in-Motion: Neo-liberalism and the Shack-Dwellers Movement in South Africa S.Walsh Kabyle Community Participatory Action Research (CPAR) in Algeria: Reflections on Research, Amazigh Identity, and Schooling T.Belkacem Notes and Queries for an Activist Street Anthropology: Street Resistance, Gringopolitica, and the Quest for Subaltern Visions in Salvador da Bahia, Brazil S.Veissiere A Participatory Research Approach to Exploring Social Movement Learning in the Chilean Women's Movement D.Chovanec & H.Gonzalez Participatory Research and Grassroots Development: Challenges in Rural Bangladesh B.Barua Making Space for Youth: iHuman Youth Society and Arts-Based Participatory Research with Street-Involved Youth in Canada D.Conrad & W.Kendal
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it