Utilising participatory action research to tackle compounded educational disadvantage

What is it about?

This paper presents successive phases of Taking Boys Seriously (TBS), a longitudinal participatory action research initiative bringing together diverse educational bodies and indigenous educators across a highly stratified education system in a contested society. The voices and everyday life and school experiences of adolescent boys are positioned firmly at the centre of a research methodology aimed at re-engaging, empowering, and learning from marginalised boys. We discuss how a collaborative and reflexive process co-produced with a committed steering group has been vital in pursuit of systemic change. New concepts of compounded educational disadvantage, relational education, and an educational ecosystem have been co-theorised and applied in practical ways to counter deficit narratives and support holistic approaches and new partnerships across educational settings in Northern Ireland. Strengths and limitations of our participatory approach are considered, particularly in relation to the role and participation of boys in the research process.

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Why is it important?

Demonstrates how participant action research was useful in addressing systemic educational inequality