Using participatory research with student teachers in a South African English Education lecture-room: methodological implications

AbstractThis article focusses on the methodological implications of using participatory actionresearch (PAR) in an English Education lecture-room at a South African university. Itargues that research with, by and for student teachers may engender their empowerment andtransformation. Using a system of interventions with literary texts as catalysts, the studentteachers worked towards becoming agents of change in their future classrooms. Over a twoyearperiod, the student teachers and researcher worked collaboratively on the study thatwas framed by critical pedagogy. Information was collected using interviews, focus groups,student evaluations, drawings and written work and the data was analysed qualitatively. Thestudy found that using PAR teaches student teachers important research skills that they maytake into their classrooms. Further, the use of active dialogue and collaboration in asupportive environment facilitates PAR progressing successfully. Finally, critical reflexivityin PAR enables the process of change agency