Abstract
Where disenfranchised groups such as women, immigrants and people of color more generally were either excluded from the academy or not thought to have important 'stories' to tell, several qualitative methodologies now value these voices, in large measure because disenfranchised research participants have an understanding in their bodies of what it means to be exposed to patriarchy, racism, classism, heterosexism, ableism, xenophobia and other complex forms of oppression (Gitlin, 2007, p.1).
Highlights
In the spirit of decolonization and decolonial praxis, each of the counter-hegemonic narratives below acknowledges the importance of our participating communities as significant theorists informing the research along with the theorists of the academy
Engaged in different participatory action research projects we all agree that this research must begin from an anti-colonial perspective and that it is rooted in decolonizing and decolonial praxis
Beginning from the specific research, pedagogical and relational contexts in which we are presently situated, we hope to come together to extend our work into a larger Participatory action research project with marginalized communities
Summary
This paper will explore the ethical, social and epistemological assumptions and values informing participatory action research from the perspective of decolonization of methodologies (Battiste, 2001; Smith, 1999; Tandon, 1981; Sandoval, 2000; González y González, & Lincoln, 2006; Sikes, 2006). Engaged in different participatory action research projects we all agree that this research must begin from an anti-colonial perspective and that it is rooted in decolonizing and decolonial praxis.
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