| Notes | 'Extracted Annotations (10/6/2020, 3:37:12 PM)\n\"such as participatory action research (Fine et al., 2003; Whyte, 1991), collaborative action research (Erickson, 1994; 2006), youth participatory action research (Cammorata & Fine, 2008; Kirshner, 2010; Mirra, Garcia, & Morrell, 2015), and decolonizing methodologies (Paris & Winn, 2013; Patel, 2015; Smith, 1999; Zavala, 2013).\" (Bang and Vossoughi 2016:175)\n - ntanio'
'Extracted Annotations (12/9/2020, 4:56:35 PM)\n\"hybridity of theory and method\" (Bang and Vossoughi 2016:175)\n\"such as participatory action research (Fine et al., 2003; Whyte, 1991), collaborative action research (Erickson, 1994; 2006), youth participatory action research (Cammorata & Fine, 2008; Kirshner, 2010; Mirra, Garcia, & Morrell, 2015), and decolonizing methodologies (Paris & Winn, 2013; Patel, 2015; Smith, 1999; Zavala, 2013).\" (Bang and Vossoughi 2016:175)\n\"Methodologically PDR links both structural critiques of normative hierarchies of power and imagined possible futures, although like other forms of participatory work, PDR is also committed to consequential impacts in the here and now.\" (Bang and Vossoughi 2016:176)\n\"what forms of knowledge are generated, how, why, where and by whom\" (Bang and Vossoughi 2016:176)\n\"Efforts to develop more precise articulations of the tensions and problems that emerge in participatory design research\" (Bang and Vossoughi 2016:176)\n\"DBR has tended to maintain, either explicitly or implicitly, normative hierarchically powered decision-making structures and related assumptions of objectivity, paying little attention to the positionality of researchers or their social identities in the unfolding of work\" (Bang and Vossoughi 2016:176)\n\"there is cause for attending more deeply to a range of theoretical lenses (e.g., colonial, racialized, gendered, queered) within our\" (Bang and Vossoughi 2016:176)\n\"As Gutiérrez and Vossoughi (, p. ) write, \"Instead of emphasizing basic skills and problems as located in the individual, re-mediation involves a reorganization of the entire ecology for learning\" (Bang and Vossoughi 2016:176)\n\"three dimensions of processes of partnering: (a) dynamics of invisibility and critical reflexivity, (b) heterogeneity and transformative agency, and (c) life courses of intervention efforts and sustained (or not) change.\" (Bang and Vossoughi 2016:183)\n\"He argued that the paradigms of \"scaling up,\" \"best practices,\" and \"high fidelity implementation\" that are currently at play will continue to fail because they \"require the future that it not be original; that it holds still\" (p. 3)\" (Bang and Vossoughi 2016:189)\n\"Erickson, F. (2014). Scaling down: A modest proposal for practice-based policy research in teaching. Education Policy Analysis Archives, 22(1-9), 1-9.\" (Bang and Vossoughi 2016:192)\n - ntanio'
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