Valuing qualitative action research in deaf education
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In the early 2000s, qualitative, collaborative approaches in research with deaf participants, including ethnographic methods such as participant observation and interviews, as well as participatory action research, were comparatively rare. Since then, however, there has been a marked increase in qualitative studies in deaf education that incorporate experiential approaches in addition to an action research design. In action research, the ethnographer’s role is extended to that of a change agent, and dialogue and reflection with participants occur along with intervention. This method responds to participants’ (such as teachers and parents) perceived needs for intervention and requires the researcher to be actively involved in the study, working collaboratively with, rather than occupying a separate role from, participants.