Re-visioning Action: Participatory Action Research and Indigenous Theories of Change |
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| Authors: | Eve Tuck |
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| Institution: | (1) Department of Educational Studies, School of Education, State University of New York at New Paltz, New Paltz, NY, USA;(2) 1 Hawk Drive, New Paltz, NY 12561-2443, USA |
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| Abstract: | This article observes that participatory action research (PAR), by nature of being collaborative, necessitates making explicit
theories of change that may have otherwise gone unseen or unexamined. The article explores the limits of the reform/revolution
paradox on actions and theories of change in PAR. Citing examples from two recent youth PAR projects on educational issues,
the author submits that when met with such a paradox, one can only move to a new vantage point. Four alternative vantage points,
drawn from Indigenous epistemologies, are illustrated; they are sovereignty, contention, balance, and relationship.
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| Keywords: | Participatory action research Action Theories of change Indigenous Sovereignty Balance Epistemology Reform and revolution |
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