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Article
PAR for the Course: A Congruent Pedagogical Approach for a PAR Methods Class
Michigan Journal of Service Learning (2005)
  • Joyce D. Hammond, Western Washington University
  • Jason Miller
  • Maria Hicks
  • Rowenn Kalman
Abstract

In the past two years, three graduate students and a senior faculty member have co-taught a participatory action research (PAR) course to undergraduate and graduate students. In this article the co-teachers advocate a set of pedagogical principles and practices in a PAR-oriented classroom that establishes congruency with community PAR projects in which students participate. PAR in the classroom parallels, supports, and amplifies PAR lessons students learn in their community partnerships.

Keywords
  • PAR,
  • Participatory action research,
  • Congruency
Publication Date
2005
Publisher Statement
Hosted by Michigan Publishing, a division of the University of Michigan Library Permalink: http://hdl.handle.net/2027/spo.3239521.0012.105
Citation Information
Joyce D. Hammond, Jason Miller, Maria Hicks and Rowenn Kalman. "PAR for the Course: A Congruent Pedagogical Approach for a PAR Methods Class" Michigan Journal of Service Learning Vol. 12 Iss. 1 (2005)
Available at: http://works.bepress.com/joyce_hammond/7/