Engaged pedagogic research: Transforming societies through co-learning and social action

Katherine V Gough, Irene Veléz-Torres, Krisna Ruette-Orihuela, Javier Fayad, Bladimir Bueno, German Corredor, Carolina Escobar-Tello, Diana Hurtado, James Larrea, Giulia Piccolino, Kevin O Reyes, Jorge Rubiano, Angela Suarez and Sjoerd van Grootheest

Environment and Planning C, 2023, vol. 41, issue 1, 109-129

Abstract: This paper proposes a novel political pedagogic approach to conducting engaged research. Drawing critically on elements of Participatory Action Research and popular education, this approach - Engaged Pedagogic Research (EPR) - generates processes of collective co-learning and empowerment for local communities and activist researchers. Central to conducting EPR are five processes: generating situated learning practices, recognizing alternative knowledges, engaging in inter-cultural and inter-ethnic dialogue, deconstructing power relations, and promoting empowerment and social action. The experiences of engaging in EPR through developing and running a Diploma in Territorial Planning to support peacebuilding in Colombia are discussed. Different social groups living in conflict areas gained new knowledge and built social relationships that strengthen collaborative action, while activist academics achieved a deeper understanding of how members of these cultural groups manage their territories, relate to each other, and develop visions for collaborative futures in the context of peacebuilding. By developing participatory, decolonized and transformative bridges to connect and engage universities with communities, EPR facilitates learning that is collectively created and has the potential to contribute to more just and egalitarian societies.

Keywords: Engaged research; popular education; empowerment; peacebuilding; Colombia (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:sae:envirc:v:41:y:2023:i:1:p:109-129

DOI: 10.1177/23996544221116628

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