Barnes & Noble Development, Education, and Participatory Action Research to Empower Marginalized Groups: Critical Subaltern Ways of Knowing among Migrant Domestic Workers at Hamilton Place in Chattanooga, TN
Development, Education, and Participatory Action Research to Empower Marginalized Groups: Critical Subaltern Ways of Knowing among Migrant Domestic Workers
Development, Education, and Participatory Action Research to Empower Marginalized Groups: Critical Subaltern Ways of Knowing among Migrant Domestic Workers in Chattanooga, TN
Development, Education, and Participatory Action Research to Empower Marginalized Groups: Critical Subaltern Ways of Knowing among Migrant Domestic Workers in Chattanooga, TN
Drawing on a rich variety of participatory action research methods including ethnographic observation, artefact collection, focus groups, and interviews, this volume explores the transformational potential of development programs which actively involve marginalized groups. Foregrounding the experiences of women migrant workers in Beirut, the text reveals how direct participation in NGO-led, community programs and education empowers women to create counter-cultural communities and spaces for learning and activism. The text ultimately combines aspects of critical pedagogy, spatial analysis, and Third World feminisms to propose a critical subaltern praxis for research, development, and teaching. It will appeal to scholars and researchers with interests in research methods in education, migration, equality and human rights and the anthropology of education.
Drawing on a rich variety of participatory action research methods including ethnographic observation, artefact collection, focus groups, and interviews, this volume explores the transformational potential of development programs which actively involve marginalized groups. Foregrounding the experiences of women migrant workers in Beirut, the text reveals how direct participation in NGO-led, community programs and education empowers women to create counter-cultural communities and spaces for learning and activism. The text ultimately combines aspects of critical pedagogy, spatial analysis, and Third World feminisms to propose a critical subaltern praxis for research, development, and teaching. It will appeal to scholars and researchers with interests in research methods in education, migration, equality and human rights and the anthropology of education.
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