Building relationships and praxis despite persistent obstacles
Building relationships and praxis despite persistent obstacles
This chapter discusses how participatory methodologies (specifically, a critical participatory action research cycle involving planning, action, observation, and reflection) were developed in an online research project on critical English language education in a context of protracted crisis, in the Gaza Strip (Palestine). The impediments to research imposed by the COVID-19 global pandemic are nothing new to the Gaza Strip, which has been under blockade since 2007, impacting Gazans’ mental and physical wellbeing, affecting Gazan academics participation in international networks and collaborative partnerships and obstructing the flow of knowledge, books and teaching materials. Critical, creative and localised pedagogies enabled UK-based researchers and pre-service, secondary school English teachers based in the Gaza Strip to jointly develop, trial and evaluate teaching materials and lesson plans.
Keywords: Critical participatory action research (CPAR), Gaza Strip, Gaza blockade, Online educational research, English language teaching, Protracted crisis
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