Power-relations in participatory action research project in mathematics education
Résumé
The purpose of the study presented in this poster is to examine characteristics of power relations between researchers and teachers in an action research project. We position the study within a critical and social approach and pay attention to inequities that may concern power relations between researchers and teachers in an action research project (Skovsmose & Borba, 2004). We draw on Gellert (2008) who argues that if “professional development of mathematics teachers is considered a collective affair, then the concepts used to describe the teachers’ actions and cognitions should reflect this perspective” (p. 94). We also draw on Atweh (2004) when we problematise “the process of research itself and critiques it in terms of power relationships between the participants” (p. 194).
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