Melissa Hauber-Özer | University of Missouri Columbia (original) (raw)

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Papers by Melissa Hauber-Özer

Research paper thumbnail of Exploring Commitments to Participatory Inquiry in Transnational Research

Routledge eBooks, Sep 6, 2023

Research paper thumbnail of The Routledge International Handbook of Critical Participatory Inquiry in Transnational Research Contexts

Routledge eBooks, Sep 6, 2023

Research paper thumbnail of Crossing the Border

Research paper thumbnail of Barriers to Higher Education in Displacement

Advances in higher education and professional development book series, Jun 16, 2023

Research paper thumbnail of Courageous Conversations: Un-silencing as Transformative Resistance through Arts-based YPAR

The High School Journal, Mar 1, 2022

Research paper thumbnail of Courageous Conversations

Routledge eBooks, Mar 14, 2023

Research paper thumbnail of Brechas de escolarización de los refugiados sirios en Turquía

Turquía y la comunidad internacional en general deben subsanar las deficiencias en el suministro ... more Turquía y la comunidad internacional en general deben subsanar las deficiencias en el suministro de educación para que los refugiados sirios puedan tener la oportunidad de aprender como es debido

Research paper thumbnail of The ‘Impact’ of YPAR: In their own words

Educational Action Research

The purpose of this paper is to present a conversation about how impact has been seen and felt by... more The purpose of this paper is to present a conversation about how impact has been seen and felt by youth and adult co-researchers in a long-term, school-based youth participatory action research (YPAR) project, Courageous Conversations. To stay true to the epistemological commitments of YPAR, and in an effort to speak back to neocolonial and neoliberal definitions of impact, we have intentionally chosen to center the words of the school-based co-researchers (Emily, Katelyn, Mrwa, Ashleigh, and LeAnne) as they have conceptualized, identified, and discussed the impact of YPAR. Through non-traditional formatting, we seek to disrupt conventional, academic modes of conveying knowledge, which often have the result of silencing many voices and amplifying only a select few. We use various devices like text boxes and tables to reflect the messiness and fluidity of participatory knowledge creation and to connect the reflective conversation of members of our YPAR collective to broader and ongoing debates around the impact of YPAR.

Research paper thumbnail of The “impact” of YPAR: In their own words

Educational Action Research, 2022

The purpose of this paper is to present a conversation about how impact has been seen and felt by... more The purpose of this paper is to present a conversation about how impact has been seen and felt by youth and adult co-researchers in a long-term, school-based youth participatory action research (YPAR) project, Courageous Conversations. To stay true to the epistemological commitments of YPAR, and in an effort to speak back to neocolonial and neoliberal definitions of impact, we have intentionally chosen to center the words of the school-based co-researchers (Emily, Katelyn, Mrwa, Ashleigh, and LeAnne) as they have conceptualized, identified, and discussed the impact of YPAR. Through non-traditional formatting, we seek to disrupt conventional, academic modes of conveying knowledge, which often have the result of silencing many voices and amplifying only a select few. We use various devices like text boxes and tables to reflect the messiness and fluidity of participatory knowledge creation and to connect the reflective conversation of members of our YPAR collective to broader and ongoing debates around the impact of YPAR.

Research paper thumbnail of Counterstorytelling: Critical Race Praxis as Sabotage in the Academy

Proceedings of the 2021 AERA Annual Meeting

Research paper thumbnail of Counterstories to the Refugee Narrative: Syrian Students Speak Back

Proceedings of the 2022 AERA Annual Meeting

Research paper thumbnail of Crossing the Border: Collaborative Critical Literacy in Istanbul

Research paper thumbnail of Refugees and Higher Education: Trans-National Perspectives on Access, Equity, and Internationalization. L. Unangst et. al. (eds.). Brill, 2020, 321 pp

Refuge: Canada's Journal on Refugees

Research paper thumbnail of The Roles and Responsibilities of Action Research Networks in Times of Crisis: Lessons from the Action Research Network of the Americas

The Canadian Journal of Action Research, 2020

Against the backdrop of the COVID-19 pandemic, we explore the perceived roles of action research ... more Against the backdrop of the COVID-19 pandemic, we explore the perceived roles of action research networks during times of crisis and then consider our own experiences grappling with our responsibilities as members of the Action Research Network of the Americas (ARNA) in highlighting and building solidarity through its Knowledge Democracy Initiative and Social Solidarity Project. To critically reflect on our work, we consider the usefulness of Gaventa’s (1991) three strategies for knowledge democratization to action research networks in “perilous” times and the responsibility of action research scholars-advocates-activists-participants to anchor our work in an ethos of knowledge democracy. In conclusion, we issue a call to embrace critical, participatory forms of action research, and creative, new pathways for the work of knowledge democracy.

Research paper thumbnail of Care as Resistance and Epistemological Necessity in YPAR

Care-Based Methodologies, 2022

Research paper thumbnail of Virtual Photovoice: Methodological Lessons and Cautions

The Qualitative Report

Photovoice is a type of participatory inquiry, which is a methodological and onto-epistemological... more Photovoice is a type of participatory inquiry, which is a methodological and onto-epistemological stance that seeks to emancipate marginalized individuals, confront inequity, and work for social transformation. Photovoice incorporates Paulo Freire’s problem-posing education, documentary photography techniques, and feminist thought as an approach for community members to identify shared concerns and construct collective knowledge. It also seeks to challenge unequal power relations by disrupting hegemonic structures in the production of knowledge and policy, as photographs and accompanying descriptions can communicate powerfully about community needs and demands for change. University-based researchers or practitioners facilitate this communication by bringing community perspectives to the attention of government officials and others in positions of power. In this paper, we describe how we adapted this approach for virtual use during the early months of the COVID-19 pandemic. We offer...

Research paper thumbnail of Teaching for Global Competence: A Responsibility of Teacher Educators

Journal of Research in Childhood Education

ABSTRACT Today’s PK-12 teachers and students navigate an increasingly interconnected and interdep... more ABSTRACT Today’s PK-12 teachers and students navigate an increasingly interconnected and interdependent world. This growing interconnectedness and need to navigate life and work in our globalized world have prompted calls for teacher educators around the world to design changes in coursework that inspire teachers to create learning experiences to foster PK-12 learners’ development of global competence. The present study applied action research to address this goal in an asynchronous, online graduate teacher education course. Using a principled framework for teaching for global competence (TfGC) across four domains and Global Thinking Routines as pedagogical tools, participants explored an issue of global significance – the lived experiences of refugees and immigrants across time and contexts – to learn about TfGC. The article incorporates rich examples of participants’ learning and ideas for application of teaching for global competence in PK-12 classrooms in national and international contexts. Participants’ responses to key learning activities suggested that including a specific focus on TfGC can be beneficial for current and future teachers. Findings suggest that a thematic approach to TfGC with opportunities to apply pedagogical strategies that can be used in PK-12 classrooms may be productive for encouraging teacher education students to embrace teaching for global competence.

Research paper thumbnail of “Hopefully This Motivates a Bout of Realization”: Spoken Word Poetry as Critical Literacy

Journal of Adolescent & Adult Literacy

Research paper thumbnail of Examining Researcher Identity Development within the Context of a Course on PAR: A Layered Narrative Approach

The Qualitative Report, 2019

In this paper we explore the ways in which a group of doctoral students grapples with the epistem... more In this paper we explore the ways in which a group of doctoral students grapples with the epistemology of participatory action research (PAR) in relation to their own personal and professional identities and research agendas while taking a course on PAR. As a professor of research methodology and two doctoral students, we examine the entangled and often hidden processes of teaching and learning PAR in order to identify experiences or events that seem to prompt or deepen novice scholars' understanding and foster confidence in their ability to enact the methodology themselves. Through analysis of participants' course journals as a type of reflexive researcher identity development record, we draw on narrative inquiry and Carspecken's concept of identity claims to systematically explore the participants' experiences and trace their journeys as they encounter concerns about ethics, power dynamics, and the logistics of a "messy" methodology.

Research paper thumbnail of Examining Researcher Identity Development within the Context of a Course on PAR: A Layered Narrative Approach

The Qualitative Report, 2019

In this paper we explore the ways in which a group of doctoral students grapples with the epistem... more In this paper we explore the ways in which a group of doctoral students grapples with the epistemology of participatory action research (PAR) in relation to their own personal and professional identities and research agendas while taking a course on PAR. As a professor of research methodology and two doctoral students, we examine the entangled and often hidden processes of teaching and learning PAR in order to identify experiences or events that seem to prompt or deepen novice scholars’ understanding and foster confidence in their ability to enact the methodology themselves. Through analysis of participants’ course journals as a type of reflexive researcher identity development record, we draw on narrative inquiry and Carspecken’s concept of identity claims to systematically explore the participants’ experiences and trace their journeys as they encounter concerns about ethics, power dynamics, and the logistics of a “messy” methodology.

Research paper thumbnail of Exploring Commitments to Participatory Inquiry in Transnational Research

Routledge eBooks, Sep 6, 2023

Research paper thumbnail of The Routledge International Handbook of Critical Participatory Inquiry in Transnational Research Contexts

Routledge eBooks, Sep 6, 2023

Research paper thumbnail of Crossing the Border

Research paper thumbnail of Barriers to Higher Education in Displacement

Advances in higher education and professional development book series, Jun 16, 2023

Research paper thumbnail of Courageous Conversations: Un-silencing as Transformative Resistance through Arts-based YPAR

The High School Journal, Mar 1, 2022

Research paper thumbnail of Courageous Conversations

Routledge eBooks, Mar 14, 2023

Research paper thumbnail of Brechas de escolarización de los refugiados sirios en Turquía

Turquía y la comunidad internacional en general deben subsanar las deficiencias en el suministro ... more Turquía y la comunidad internacional en general deben subsanar las deficiencias en el suministro de educación para que los refugiados sirios puedan tener la oportunidad de aprender como es debido

Research paper thumbnail of The ‘Impact’ of YPAR: In their own words

Educational Action Research

The purpose of this paper is to present a conversation about how impact has been seen and felt by... more The purpose of this paper is to present a conversation about how impact has been seen and felt by youth and adult co-researchers in a long-term, school-based youth participatory action research (YPAR) project, Courageous Conversations. To stay true to the epistemological commitments of YPAR, and in an effort to speak back to neocolonial and neoliberal definitions of impact, we have intentionally chosen to center the words of the school-based co-researchers (Emily, Katelyn, Mrwa, Ashleigh, and LeAnne) as they have conceptualized, identified, and discussed the impact of YPAR. Through non-traditional formatting, we seek to disrupt conventional, academic modes of conveying knowledge, which often have the result of silencing many voices and amplifying only a select few. We use various devices like text boxes and tables to reflect the messiness and fluidity of participatory knowledge creation and to connect the reflective conversation of members of our YPAR collective to broader and ongoing debates around the impact of YPAR.

Research paper thumbnail of The “impact” of YPAR: In their own words

Educational Action Research, 2022

The purpose of this paper is to present a conversation about how impact has been seen and felt by... more The purpose of this paper is to present a conversation about how impact has been seen and felt by youth and adult co-researchers in a long-term, school-based youth participatory action research (YPAR) project, Courageous Conversations. To stay true to the epistemological commitments of YPAR, and in an effort to speak back to neocolonial and neoliberal definitions of impact, we have intentionally chosen to center the words of the school-based co-researchers (Emily, Katelyn, Mrwa, Ashleigh, and LeAnne) as they have conceptualized, identified, and discussed the impact of YPAR. Through non-traditional formatting, we seek to disrupt conventional, academic modes of conveying knowledge, which often have the result of silencing many voices and amplifying only a select few. We use various devices like text boxes and tables to reflect the messiness and fluidity of participatory knowledge creation and to connect the reflective conversation of members of our YPAR collective to broader and ongoing debates around the impact of YPAR.

Research paper thumbnail of Counterstorytelling: Critical Race Praxis as Sabotage in the Academy

Proceedings of the 2021 AERA Annual Meeting

Research paper thumbnail of Counterstories to the Refugee Narrative: Syrian Students Speak Back

Proceedings of the 2022 AERA Annual Meeting

Research paper thumbnail of Crossing the Border: Collaborative Critical Literacy in Istanbul

Research paper thumbnail of Refugees and Higher Education: Trans-National Perspectives on Access, Equity, and Internationalization. L. Unangst et. al. (eds.). Brill, 2020, 321 pp

Refuge: Canada's Journal on Refugees

Research paper thumbnail of The Roles and Responsibilities of Action Research Networks in Times of Crisis: Lessons from the Action Research Network of the Americas

The Canadian Journal of Action Research, 2020

Against the backdrop of the COVID-19 pandemic, we explore the perceived roles of action research ... more Against the backdrop of the COVID-19 pandemic, we explore the perceived roles of action research networks during times of crisis and then consider our own experiences grappling with our responsibilities as members of the Action Research Network of the Americas (ARNA) in highlighting and building solidarity through its Knowledge Democracy Initiative and Social Solidarity Project. To critically reflect on our work, we consider the usefulness of Gaventa’s (1991) three strategies for knowledge democratization to action research networks in “perilous” times and the responsibility of action research scholars-advocates-activists-participants to anchor our work in an ethos of knowledge democracy. In conclusion, we issue a call to embrace critical, participatory forms of action research, and creative, new pathways for the work of knowledge democracy.

Research paper thumbnail of Care as Resistance and Epistemological Necessity in YPAR

Care-Based Methodologies, 2022

Research paper thumbnail of Virtual Photovoice: Methodological Lessons and Cautions

The Qualitative Report

Photovoice is a type of participatory inquiry, which is a methodological and onto-epistemological... more Photovoice is a type of participatory inquiry, which is a methodological and onto-epistemological stance that seeks to emancipate marginalized individuals, confront inequity, and work for social transformation. Photovoice incorporates Paulo Freire’s problem-posing education, documentary photography techniques, and feminist thought as an approach for community members to identify shared concerns and construct collective knowledge. It also seeks to challenge unequal power relations by disrupting hegemonic structures in the production of knowledge and policy, as photographs and accompanying descriptions can communicate powerfully about community needs and demands for change. University-based researchers or practitioners facilitate this communication by bringing community perspectives to the attention of government officials and others in positions of power. In this paper, we describe how we adapted this approach for virtual use during the early months of the COVID-19 pandemic. We offer...

Research paper thumbnail of Teaching for Global Competence: A Responsibility of Teacher Educators

Journal of Research in Childhood Education

ABSTRACT Today’s PK-12 teachers and students navigate an increasingly interconnected and interdep... more ABSTRACT Today’s PK-12 teachers and students navigate an increasingly interconnected and interdependent world. This growing interconnectedness and need to navigate life and work in our globalized world have prompted calls for teacher educators around the world to design changes in coursework that inspire teachers to create learning experiences to foster PK-12 learners’ development of global competence. The present study applied action research to address this goal in an asynchronous, online graduate teacher education course. Using a principled framework for teaching for global competence (TfGC) across four domains and Global Thinking Routines as pedagogical tools, participants explored an issue of global significance – the lived experiences of refugees and immigrants across time and contexts – to learn about TfGC. The article incorporates rich examples of participants’ learning and ideas for application of teaching for global competence in PK-12 classrooms in national and international contexts. Participants’ responses to key learning activities suggested that including a specific focus on TfGC can be beneficial for current and future teachers. Findings suggest that a thematic approach to TfGC with opportunities to apply pedagogical strategies that can be used in PK-12 classrooms may be productive for encouraging teacher education students to embrace teaching for global competence.

Research paper thumbnail of “Hopefully This Motivates a Bout of Realization”: Spoken Word Poetry as Critical Literacy

Journal of Adolescent & Adult Literacy

Research paper thumbnail of Examining Researcher Identity Development within the Context of a Course on PAR: A Layered Narrative Approach

The Qualitative Report, 2019

In this paper we explore the ways in which a group of doctoral students grapples with the epistem... more In this paper we explore the ways in which a group of doctoral students grapples with the epistemology of participatory action research (PAR) in relation to their own personal and professional identities and research agendas while taking a course on PAR. As a professor of research methodology and two doctoral students, we examine the entangled and often hidden processes of teaching and learning PAR in order to identify experiences or events that seem to prompt or deepen novice scholars' understanding and foster confidence in their ability to enact the methodology themselves. Through analysis of participants' course journals as a type of reflexive researcher identity development record, we draw on narrative inquiry and Carspecken's concept of identity claims to systematically explore the participants' experiences and trace their journeys as they encounter concerns about ethics, power dynamics, and the logistics of a "messy" methodology.

Research paper thumbnail of Examining Researcher Identity Development within the Context of a Course on PAR: A Layered Narrative Approach

The Qualitative Report, 2019

In this paper we explore the ways in which a group of doctoral students grapples with the epistem... more In this paper we explore the ways in which a group of doctoral students grapples with the epistemology of participatory action research (PAR) in relation to their own personal and professional identities and research agendas while taking a course on PAR. As a professor of research methodology and two doctoral students, we examine the entangled and often hidden processes of teaching and learning PAR in order to identify experiences or events that seem to prompt or deepen novice scholars’ understanding and foster confidence in their ability to enact the methodology themselves. Through analysis of participants’ course journals as a type of reflexive researcher identity development record, we draw on narrative inquiry and Carspecken’s concept of identity claims to systematically explore the participants’ experiences and trace their journeys as they encounter concerns about ethics, power dynamics, and the logistics of a “messy” methodology.