Creation and Evolution of a Community of Practice Focused on Critical Action Research in an Ecuadorian University by Tammy Fajardo Dack A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Curriculum, Teaching, and Learning Ontario Institute for Studies in Education University of Toronto © Copyright by Tammy Fajardo Dack 2017 Creation and Evolution of a Community of Practice Focused on Critical Action Research in an Ecuadorian University Tammy Fajardo Dack Doctor of Philosophy Ontario Institute for Studies in Education University of Toronto 2017 Abstract This research examines the learning experiences of a group of university language professors within their Landscape of Practice (Wenger, 2010; Wenger-Trayner & Wenger-Trayner, 2015b) and how these learning experiences are shaped after partaking in a Community of Practice (CoP) (Wenger, 1998; Wenger-Trayner & Wenger-Trayner, 2015b) that focuses on critical action research (CAR). The study is an action research informed case study that draws from the communities of practice conceptual framework considered within the social learning systems (Wenger, 2000; Blackmore, 2012). Qualitative data was collected from 16 members of the community, including eight focal participants, through observations, questionnaires, document review, conversational interviews and focus groups. Findings suggest that participants perceive the initiative of creating a community of practice as a positive and worthwhile endeavor because it allows them to learn about critical action research within a group that shares interests and expectations. Furthermore, the participants explain how this space for interaction has opened opportunities to understand the ii link between teaching and research, move beyond academic egoism, and share experiences as well as knowledge. Themes emerging from the analysis suggest that, although perceptions and understandings of critical action research and social justice have shifted after participating in the community and two CAR projects have since been proposed, there is still a need to encourage the use of this research approach within universities in Ecuador where inequity among professors seems to be the rule. In addition, the data highlights factors that have enabled or constrained the commitment of participants to community activities as well as their own academic and professional development. iii Acknowledgments Writing this dissertation and completing my doctoral journey was a challenging process that I would not have been able to achieve without the ongoing support and encouragement of many to whom I will be forever grateful. I first thank the participants of this study without whom this project would not have made sense. Thank you for your generosity, interest, and willingness to participate. To my supervisor, Dr. Antoinette Gagné, thank you for guiding me from the early stages of this journey and advising to work on something meaningful for me and my context. Thank you for your guidance, insight, and unconditional emotional support at all times. I am deeply grateful to you for believing in me, and for the opportunities you gave me to learn and grow. There are not enough words to express how fortunate I was to have you by my side on this journey. To my committee members Dr. Katherine Rehner and Dr. Jeff Bale, I am thankful for your generous support and insightful feedback on this dissertation from its proposal to the final draft. To my external examiner, Dr. Lynn Paine, thank you for your thoughtful feedback and presence at my defense. Thank you to my externals Dr. Kathy Broad and Dr. Mary Kooy, for taking the time to be on my examining committee, especially to Dr. Broad for your insights and comments at the final defense. My heartfelt thanks to my parents, Anna and Rod, my grandmother, Lorenza, and the rest of my family in Ecuador and Canada for your support and encouragement during these four years of hard work and study. Thanks to my Papa Norman, who took care of me during the years of course work. Although you are not physically with me now, I know you are celebrating with me from heaven. Finally, but most importantly, I want to thank my husband Paul and my sons Joaquin and Daniel. Thank you for rising to this challenge with me; this achievement is not only mine, it is ours! This journey was a learning process for us as a family. I love you with all my heart iv Dedication When I finished the first month of classes in the doctoral program, I was overwhelmed, confused, and even tempted to give up. My husband, Paul, sent me this message: I wish you the best for today’s class. Do not feel intimidated. I believe in you. You are capable of everything and you can be the best! People at OISE also believe in you and that is why you got accepted. You can do it! Work patiently and just think about studying. Forget about anything else. Our sons and I support you and are happy to make the sacrifice of not having you here with us because we love and trust you. These words have been in my heart and mind since then. They have been an enduring reminder in times when I did not believe in myself. This dissertation is dedicated to Paul, Joaquin, and Daniel who have trusted and loved me unconditionally. v Table of Contents Acknowledgments.......................................................................................................................... iv Dedication ........................................................................................................................................v Table of Contents ........................................................................................................................... vi List of Tables ............................................................................................................................... xiii List of Figures .............................................................................................................................. xiv List of Acronyms ...........................................................................................................................xv Appendices ................................................................................................................................... xvi Prologue ...........................................................................................................................................1 Chapter 1 Introduction .....................................................................................................................5 1.1 Research in Ecuadorian Universities ....................................................................................5 1.2 The Problem with Research ..................................................................................................7 1.3 Is There a Possible Solution? ................................................................................................7 1.4 Learning in Community ........................................................................................................8 1.5 Research Questions ...............................................................................................................9 1.6 Who Am I and what is My Connection to the Research? .....................................................9 1.6.1 A Convener ...............................................................................................................12 1.6.2 A Participant – Researcher........................................................................................13 1.6.3 A Critical Action Researcher ....................................................................................14 1.7 Overview of Chapters .........................................................................................................15 Chapter 2 Research Context...........................................................................................................17 2.1 Introduction .........................................................................................................................17 vi 2.2 The Ecuadorian University .................................................................................................18 2.2.1 The Colonial Universities .........................................................................................18 2.2.2 The Postcolonial Catholic University: Omnium potentior est sapientia ...................19 2.2.3 The University and Liberalism .................................................................................20 2.2.4 Research Then and Now ...........................................................................................21 2.2.5 The Education ‘Revolution.' .....................................................................................24 2.2.6 From a Teaching-Only to a Teaching and Research Focus ......................................27 2.2.7 The Neoliberal attack on the ‘Education Revolution’ ..............................................28 2.3 Universidad de Cuenca .......................................................................................................29 2.3.1 Mission, Vision, and Objectives ...............................................................................30 2.3.2 What about Research?...............................................................................................31 2.3.3 Professors with a Ph.D.: Are we Close to 70%? .......................................................32 2.4 The