Radical Pedagogy

Radical Pedagogy (2015)

Volume 12 Issue 2

ISSN: 1524-6345




Taking Note: Engaging Students as Co-Researchers



Kristin Reimer

Faculty of Education

University of Ottawa, Canada

E-mail: kreim045@uottawa.ca



Lorna R. McLean

Faculty of Education

University of Ottawa, Canada

E-mail: lrmclean@uottawa.ca



Abstract

     Research in schools, conducted with students as participants, often attempts to understand the student experience. Yet, by crafting the study through adult eyes, researchers run the risk of limiting and influencing what students tell us (Dockrell, Lewis & Lindsay, 2000). This article explores what happens when university researchers intentionally engage with students as co-researchers, an engagement that affects both the product and the process of research. As product, the research community gains a crucial layer of perspective in understanding the complexities of school; as process, the research becomes an important pedagogical tool for students, validating their roles as researchers of their own realities.

     Keywords: collaborative inquiry, pedagogy, qualitative research,

                     education, co-researchers, restorative approaches, Scotland,

                     Canada