Action research transcends constraints of poverty in elementary ...

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esearchers looking for alternative ways of researching, knowing, andrepresenting in an attempt to respond to the four questions that guide ourself-study action research: Who am I? How do I know? So what (whydoes it matter)? and Now what (what actions will I take in light of thisnew knowledge)?As the trust and respect builds in our community of inquiry, students aremore confident about taking risks and I am more confident in facilitatingtheir risk-taking. In time, students move from seeking knowledge fromexperts to looking within. “Notes from the Heart” is one of the firstsvideos a group of students made. The group invited all class members toparticipate but were sure to note that participation was optional. Thevideo is a compilation of favourite lyrics. The exciting part of this projectunfolded as students discussed how their choice of lyrics reflected theirvalues and helped them to realize and articulate their values. Making thevideo and posting it on Youtube was a significant step for all enablingthem to make their values public and hold themselves accountable to theirvalues. This was a very exciting and inspiring project but it did not endthere. Like many self-study action research projects it continued toprovide opportunity for reflection. As a class we watched the videoseveral times and as we viewed the video, students became morecomfortable with seeing themselves on camera and more aware andcritical of the content. They were learning how to be critical friends andthey were learning to appreciate the power of video to express what oftenlies hidden in the written or spoken word.http://www.youtube.com/watch?v=flBnLq1bOvwTHIS IS STOPPING AT ABOUT 33 SECONDSTransitioning from the use of published lyrics (the words of others)another group of students created a project around the concept ofvulnerability that encouraged participants to express their inner voices.Again, we were all invited to share in a safe and trusting environmentwhat it is that makes us feel vulnerable. Recognizing the difficulty of thetask for some, the group provided the opportunity to participateanonymously or to opt out of the activity. After the written statementswere collected, the group asked if anyone wanted to read their statementon camera and asked permission to read the remaining statementsanonymously. The video is a mixture of these statements. This project:“Out on a Limb”, like “Notes from the Heart” revealed many importantideas to all of us and the recurring theme of fear of judgement resonatedwith many and became a powerful catalyst for further, deeper, andcollaborative reflection.
http://www.youtube.com/watch?v=ZmJVN2r6iBQ Out on a Limb Part 1http://www.youtube.com/watch?v=MigBTfRDD6Y Out on a Limb Part 2Make distinction between students here. Cathy and Jackie, can I deleteany of these? I love them all but perhaps we could see if the point to bemade has been addressed more than once. I HAVE HIGLIGHTEDWHAT I THINK IS KEY IN THE STATEMENTS. PERHAPS YOUCOULD LOOK AT THESE AND HELP ME DECIDE WHAT MIGHTRESONATE MORE WITH OUR AUDIENCE. JACK, KEEPING INMIND OUR AWARENESS OF GENDER BIAS, IT WOULD BEGOOD TO HAVE A MALE PERSPECTIVE AS WELL . CAN WEEACH PUT PUT INITIALS, IN OUR COLOUR, AFTER THESTATEMENTS WE THINK SHOULD REMAIN?As students learned to unveil embodied knowledge in a loving culture ofinquiry they began to flourish individually. In their final reflections,many students addressed this topic and openly shared how enhanced selfawarenessand recognizing commonalities in their concerns and valuesprompted an attitudinal change and in some cases an immediatebehavioural change as evidenced by the following statements. From overeighty pages of profound and insightful statements, I have selected a fewexcerpts to provide an example of the power and potential of studentcenteredvalues based learning to transcend constraints of educationalpoverty: explain boldingThis class has helped me gain a lot of new knowledge that I planto use in order to stay true to myself, live by my values and bemy own person. My life would be completely different if I didn’tget to discover myself in philosophy. At the start of the semesterI didn’t see that, but now I do. Before this I never really knewwho I was or had even thought of it for that matter. I affirmedmy three values. Also I realized some things that were not. Forexample I am not fearless and I do indeed have vulnerabilities.Or when I thought going to school for the best program at thebest school would be “the best”, when really that wasn’t a goodidea at all. I have to do what I am passionate about and enjoy mytime there.This semester I think I have went through ametamorphosis. I have uncovered so many things about myselfthat I didn’t realize until now.Over the course of this semester I know I have gained manyinsights and had a transformative experience. I know I am notthe same person I was when I first entered the classroom at thebeginning of the semester saying sarcastic answers to the four
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Page 36 and 37: e.I like competitive group work. (a
Page 38 and 39: OK, so because of the a voluntarily
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Page 44 and 45: embodied knowledge. For education r
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Page 60 and 61: http://www.aera.net/uploadedFiles/P
Page 62 and 63: Whitehead, J. (2008) Using a living
Page 64: This aim covers moral education in

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