Action research transcends constraints of poverty in elementary ...

2. to help others to do so too. (p.1)In our use of visual narratives and empathetic resonance (should adefinition of these go here from the other paper?) in communicating themeanings of energy-flowing values as explanatory principles inexplanations of our educational influence, we are claiming that suchinclusional values in a culture of inquiry can transform what counts aseducational knowledge in the Academy and that is explicitly engagingwith transcending different forms of poverty.The perspectives focus on the scholarly significance of the presentation incontributing to a new epistemology for the new scholarship throughaction research (Schön, 1995). Through these perspectives we emphasizethe importance of recognizing the influence of normative background inrealizing the values that carry hope for the future of humanity. We focuson the significance of collaboration to provide a supportive environmentfor educational research inquiries and on the importance of strengtheningthe social validity of our communications as educational researchers.The works of Whitehead and McNiff are seminal to our research process.Whitehead and McNiff (2010) affirm that:The idea of influence is at the heart of action research. Becauseaction research is always conducted with other people whoconstitute social situations, and because those other people canthink for themselves, the way to influence the trajectories ofsocial change is to encourage them to act differently, throughinfluencing their thinking (p. 73).Drawing on the perspectives of education research assists the researcherin situating their research within the field of educational research andprovides language to help them explain their embodied knowledge. Thedistinction we hold between education researchers and educationalresearchers is that education researchers ground their inquiries indisciplines of education such as the philosophy, psychology, history andsociology of education and in fields of inquiry such as management,leadership, economics, politics and theology, while educationalresearchers produce validated explanations of educational influences inlearning. These include explanations of educational influence in theindividual’s learning, in the learning of others and in the learning of thesocial formations in which we live and work.We focus on the importance of humility in the support of learners (Buber,1923) and the knowledge that we are all fallible in our knowing (Thayer-Bacon, 2003). We include Noffke’s perspective about the need to address