Developing a critical pedagogy for activist research

Abstract

This thesis uncovers the learning from a portfolio of peer-reviewed publications (published between 2018-22) in order to build a new conceptual model of activist educational research, alongside presenting an analysis of practical considerations for the enactment of it. This body of research derived from five separate research programmes utilising mixed methods and approaches including a research secondment; a residential research trip with young women; co-production of research with young people; embedded research approaches; and qualitative studies examining young people’s views of fairness. Drawing on research undertaken between 2015 and 2021, I apply the theories of Freire and Edwards to examine the ‘practice’ of research as a pedagogy, i.e., a process of co-learning (rather than a process of teaching or knowledge transfer) that is multi-modal and multi-dimensional. In order to build the model, I develop a new methodology which I have termed an ‘auto meta-ethnography’, which draws on the principles of meta-ethnography. Seven research papers and book chapters form the data for the application of meta-ethnography, in a lines-of-argument synthesis. Nine themes are uncovered which form both a conceptual model for researchers wishing to develop their activist research approaches and suggestions for how this model can be practically applied. The nine themes are: respect for difference; dialogue; relationships; flexibility; collaboration; relational, justice-driven ethics; frameworks and tools; embracing complexity; and reciprocity. The commentary describes the process of synthesis, before presenting the model and discussing the themes generated within it, and further presenting a discussion about the implications for future activist research. I conclude by suggesting that promoting equity within and beyond research can be pursued by adopting an active pedagogy, in other words, a process that can enable learning. By building what Anne Edwards describes as relational agency, pedagogy can be seen as instrumental in promoting social justice and provides a space in which dialogue and criticality can be nurtured.