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2.
While carrying out a study aimed at understanding the contribution of participatory action research (PAR) to the political realm in contemporary higher education, a problematic situation was found when doing a literature review in the field of action research. This problem concerns the intermittent appearance of the ‘participatory’ component (P) in the acronyms used by PAR practitioners. To flag this problem, a decision was made to use the parentheses around the ‘P’ in PAR; that is, (P)AR. This intermittent appearance of (P) in the literature of action research is linked to one of the main findings in the study; namely, the existence of contested views of ‘action’ and ‘politics’ in action research. In order to address the concept of ‘participatory’ in PAR, and drawing from Hannah Arendt’s notion of ‘natality’, it is suggested that the participatory aspect of PAR (i.e. the ‘P’) be re-signified on the basis of six imbricated ‘P’ notions: people, plurality, publicity, participation, power and politics. The objective of this article is to present how this theoretical resource was utilised to re-signify the ‘participatory’ component of PAR. It is discussed that this re-signification of participation (the P), together with the re-signification of the action (‘A’) and the research (‘R’) components of PAR, constitutes one of the implications to contribute to the re-humanisation of contemporary higher education.  相似文献   

3.
This collaborative piece written by a philosopher/action researcher and an action researcher/philosopher explores the use of practical philosophy as a tool in action research. The paper explores the connection to be made between what we refer to, roughly, as ‘theory’ and ‘practice’ (while never losing hold of either). The connection is made around ideas of ‘practical philosophy’ and social justice. The authors suggest that ‘practical philosophy’ might develop as a ‘philosophy in human practices’. It begins from the understanding that philosophy is rooted in social practice, with philosophy in educational practices being rooted in educational practice. The paper goes on to explore the use of ‘little stories’ as a way into the diversity of significant particularities. Finally the links are drawn with action research. It is argued that the process of reconceptualisation is itself an action that will make a difference as part of a series of action research cycles.  相似文献   

4.
The main theme of this article is that action research is about seeking a voice with which to speak one's experience and one's ability to learn from that experience. It is also about helping others (our students, our patients, our clients) to find their own voices. Action research is decentralising the production of knowledge. To begin with, the theme is given a historical context by presenting a general contrast between pluralism and managerialism, and the next section articulates the nature of action research by contrasting ‘participatory’ with ‘hierarchical’ structures of knowledge. The next phase of the argument is that an ‘educational’ model of action research (emphasizing continuous self-questioning) does not mean that action research lacks ‘criteria’. The final section makes some suggestions about action research’s inherent criteria by showing how the overall purpose of ‘finding a voice’ and of ‘thinking with others’ requires a particular formulation of the main phases of the inquiry process.  相似文献   

5.
A number of key constructs underpin educational action research. This paper focuses on the concept of ‘truth’ and by doing so hopes to highlight some debate in this area. In reflecting upon what ‘truth’ might mean to those involved in action research, I shall critically evaluate Thorndike's ‘Law of Effect’ and Bruner's ‘Three Forms of Representation’, and explain how these perspectives might help us find ‘the truth’ of an area under study and how they might inform the methodology of research. I shall close by suggesting that teacher‐researchers should allow for a constructivist approach in their action research methodology in order to help them in their sense‐making process.  相似文献   

6.
This paper focus on defining a research question while conducting action research among third-year students attending a course on Research Literacy at a teacher education college. This paper discusses the process of preparing for and conducting action research among third-year students attending a course on Research Literacy at a teacher education college. The students were asked to conduct an action research on their classroom activities. The aim of this article is to present the process and pinpointing the discomfort of the students in formulating a research question suited to action research thanks to two prerequisite conditions: the ‘safe space’ and the ‘tender spot’. The research findings illustrate that the students had difficulty defining their ‘tender spot’. It was necessary to create a ‘safe space’. Furthermore, the findings show that the ‘tender spot’ issues were associated with disciplinary content far more than with generic lesson management or classroom management issues. The approach discussed here is leading to positive change and it may be that this professional development tool can facilitate the induction of novice teachers everywhere.  相似文献   

7.
In this article, the authors extend Phelps & Hase's (2002) explorations of the theoretical and methodological connections of complexity theory and action research by emphasizing complexity science as the study of learning systems. By emphasizing the importance of ‘complexity thinking’, an argument is made for conceptualizing action research as a ‘pragmatics of transformation’ that explicitly aims to bring together the self-interests of autonomous agents into grander collective possibilities. In addition, the authors offer pragmatic advice that is relevant for the ‘educational’ and ‘learning’ aspects of educational action research by describing a number of conditions that need to be in place in order for complex learning systems to develop and thrive.  相似文献   

8.
Dissidence,difference and diversity in action research   总被引：1，自引：1，他引：0  
This article served two purposes. First and foremost, it gave the author an opportunity to re-visit, and acknowledge, some ways in which her professional relationship with John Elliott and other professional friends influenced her work in action research. Second, it enabled the author to revisit current ideas held in two areas of interest that have, over the years, grown out of departure from, as well as identification with, John's own work. The first relates to the personal and emotional dimensions of theory in action research and the second, to issues of methodological creativity. In re-visiting these two areas of interest, the author tries to synthesise them in a new way in order to explore the connections between the personal, the emotional and the innovative in action research methodology. In this, the article attempts to link issues related to the ‘I’ of the action researcher with the ‘we’ of the collaborative research group. It is argued that our ‘self’ is implicated deeply in action research methodology, whatever form that might take. The emotional and social climate in which the ‘I’ operates is consequential. This means that we need to take a holistic view of the action researcher as person, and of collaborative colleagues as enablers and supporters, if we are to optimise the powers that can be brought to the process of enquiry and change. The article also tries to be ‘true’ to the notion that one's ideas, theories and work are shaped by what Wayne Booth calls ‘the company we keep’.  相似文献   

9.
This paper explores and challenges the rationale for current, mainstream approaches to teachers’ continuing professional development (CPD) within schooling systems. Such approaches are significantly influenced by neoliberal and managerial pressures, evident in advocacy for generic, individualistic models of teacher learning, often focused on specific state-sanctioned domains. The paper draws upon a précis of recent action research literature, and empirical research from Sweden, to argue for an alternative paradigm, based on the practices and principles of participatory and collaborative action research. Action research is not presented as a simplistic ‘method’ which can be ‘applied’ regardless of context, but is explicitly focused on situated, specific, local sites. While more managerial and neoliberal practices can close down debates necessary for effecting real improvements in practice, evidence suggests action research, in its emancipatory iterations, enables a rich conception of educational practice which cannot be ‘managed’ into existence by a simplistic application of ‘what works.’  相似文献   

10.
This article traces parallels between the basic principles of action research and some key Buddhist doctrines. The argument is that action research's methodological focus on values, collaboration, dialectics, change and creativity is reinforced and clarified by the Buddhist emphasis on practices such as meditation and on the doctrines of ‘metta’, ‘harmonious speech’, ‘kamma’ and the impermanence of all phenomena, including the self. Finally, the issue of validity in social inquiry is addressed: Buddhist ‘enlightenment’ is grounded in a rationally argued model of human capacity for self-transcendence, whereas action research's model of ‘emancipation’ is necessarily a ‘contested’ concept and thus dependent on political optimism.  相似文献   

11.
Curriculum aims often remain unrealised aspirations. This is because the values and principles implicit in them fail to get articulated in forms that can effectively inform and guide the practice of teaching. Ideas such as ‘learner-centred education’, ‘independent/autonomous learning’, ‘self-directed learning’, ‘enquiry/discovery learning’, ‘collaborative learning’, ‘active learning’ and ‘learning with understanding’ refer to critical aspects of the learning process rather than its outcomes. While often enthusiastically embraced by teachers, they rarely get realised in appropriate forms of virtuous action. Such is the power of an outcomes-based model of teaching and learning to shape the practice of teaching. This paper cites examples of curriculum design that specify the pedagogical values and principles implicit in various educational aims, and shows how they can provide a basis for practical experiments by teachers in their classrooms and schools, in a quest to transform their teaching into concrete forms of virtuous action. Indeed, the paper depicts a number of actual action research projects in which teachers generated some common insights into how to transform their teaching into the practice of virtue in education. It also explores the role of theory-informed action research in developing teaching as a virtuous form of action.  相似文献   

12.
ABSTRACT

Action research is an important methodology that promotes participatory processes in the community, enhancing community networks and empowering people to define their own health and generate actions. Here, we performed a systematic review using the Scopus, Web of Science (WoS) and SciELO databases to identify the studies carried out on health in Latin America under the category ‘Action Research’. The search terms used were ‘Action Research’, ‘Health’ and ‘Latin America’. We identified the following three areas of particular relevance: (a) action research is a necessary strategy to make health actions more efficient by adapting institutional actions to specific realities; (b) action research can increase the visibility of excluded groups and demonstrates the importance of being heard; and (c) action research can promote community empowerment by considering community members as knowledge agents who can transform their own reality. We report that action research processes which highlight the emancipatory and democratizing potential of community participation are subject to controversy regarding the production of and access to knowledge and the issues related to health. However, action research is not usually used in the development and implementation of institutional health interventions.  相似文献   

13.
Action research as a practice‐based practice   总被引：1，自引：1，他引：0  
Action research changes people’s practices, their understandings of their practices, and the conditions under which they practice. It changes people’s patterns of ‘saying’, ‘doing’ and ‘relating’ to form new patterns – new ways of life. It is a meta‐practice: a practice that changes other practices. It transforms the sayings, doings and relating that compose those other practices. Action research is also a practice, composed of sayings, doing and relating. Different kinds of action research – technical, practical and critical – are composed in different patterns of saying, doing and relating, as different ways of life. This paper suggests that ‘Education for Sustainability’, as an educational movement within the worldwide social movement responding to global warming, may be a paradigm example of critical action research.  相似文献   

14.
Children’s Centres are an under-researched type of organisation, and leadership practices within Children’s Centres are yet more neglected and unknown. This action research reveals how leaders of these Children’s Centres understand and verbalise their leadership practices, which leadership practices are serving them well and can be levered for further good and which leadership practices are areas for development that need further improvement. The research also questions what constitutes ‘action’ within action research and the complications of analytical ‘mess’ in such endeavours.  相似文献   

15.
This article explores what it means for teachers to engage in and evaluate students’ character education, by examining the connections between action research and Aristotelian virtue ethics. These connections are explored in two ways. Firstly, the article examines what perspective action research has on how moral education, understood in an Aristotelian way, can be implemented and evaluated. While character education may be hot in educational theory, academic advances have not always reached teachers, heads of school, policy-makers and politicians. Secondly, a specifically Aristotelian approach to action research is explored that may help teachers to understand how action research about character education in schools can best be conducted. After a comparison of the three major action research paradigms, ‘Aristotelian action research’ is described as a kind of dialogical enquiry that contributes to the growth of teachers’ practical wisdom, which, in turn, has an effect on children’s character development. The article ends with suggestions as to how research about character education could be improved if we shift our attention from making character programmes more ‘effective’ to extending and refining teachers’ own practical wisdom and virtue.  相似文献   

16.
This article describes the discovery of action research by a ‘conscious incompetent’ in higher education. The influences on the development of an action researcher’s individual philosophy are discussed. These shape a specific investigation into the implementation of international staff exchange in a post-1992 UK university from the position of an ‘outsider within’, a tempered radical. Ontological and epistemological concepts of quasi-objectivity, subjectivity, participation and commitment are discussed in relation to entrepreneurship in the higher education context, concluding that action research is a methodology suitable for tempered radicals and strategic entrepreneurs and that the action researcher can play these roles to research the execution of international faculty mobility in higher education.  相似文献   

17.
This paper reports the second stage of an action research study designed to improve the effectiveness of speaking classes through negotiating the lesson contents with students. The data were collected through interviews, questionnaires and observations as a way of eliciting students’ views. The research, conducted in an English language teaching department at a university in Turkey, comprised eight weekly-based interventions that involved planning, action, observation, and reflection, in which students were given a voice and classroom activities were designed accordingly. Student negotiation allowed for the identification of both structural and affective factors influencing the quality of speaking classes. The teacher’s roles in activities, the number of students in group work activities, the level of control in speaking activities, and the role of input were found to be issues worth considering in designing speaking classes. Issues such as finding the activity ‘interesting’ and ‘useful’, ‘feeling comfortable’ and ‘being competitive’ also influenced the effectiveness of activities. Involving students in this action research study promoted positive attitudes towards classes since students reported feeling valued and important.  相似文献   

18.
This paper is presented in two parts. The first part explores the methodological and epistemological implications of working as a black, female researcher studying issues of social justice and equality in a faculty of education. It is argued that many of those researching social issues and motivated by the desire to facilitate change are faced with an apparent contradiction between a commitment to producing objective, value free research and their commitment to equality and justice. This apparent contradiction haunts them in their negotiations with gate keepers, research funders, employers, the academic community and with policy makers and other practitioners. It is argued that the contradiction is indeed only apparent and that it is based on mistaken notions of ‘objectivity’ and ‘universal values’. I argue that as ‘committed’ researchers we need to move beyond such false contradictions while at the same time accepting a dual role, of empowerment and critical engagement. In part two of the paper, it is suggested that a radical humanist, critical and reflexive form of action research, one that is informed by a concern for social justice and emancipation, may be constructed that is grounded on Habermas's conception of a ‘pathology of communication’. Such research would be directed at the dominant mode of academic and educational production itself. The Gramscian conception of the ‘organic intellectual’ is invoked in elaborating a research model that might go beyond the kind of ‘simultaneous‐integrated’ action research that has been described by researchers such as Alison Kelly while being radically distanced from work being carried out under the rubric of ‘teacher as researcher’ or other possibly technicist and managerial action‐research models.  相似文献   

19.
This paper describes how the constraints and problems the writers faced in a large scale action research project problematised their use and development of formal theory. In particular we address the issues around building collaborative agenda, reconnaissance, dissemination of ‘findings’ and ‘jump starting’ institutional change. The writers argue that action researchers within their praxis need to be more aware of the dialectical relationship between formal theory and the context of action research; in that theory is conditioned by the very context it seeks to change.  相似文献   

20.
This article introduces the concept of ‘co-impact’ to characterise the complex and dynamic process of social and economic change generated by participatory action research (PAR). It argues that dominant models of research impact tend to see it as a linear process, based on a donor-recipient model, occurring at the end of a project following the take-up and use of findings. PAR challenges this approach, as impact is embedded in cycles of the action research process; the distinction between researchers, research informants and research users is blurred; and micro process-based impacts, including changes in the thinking and practices of co-researchers, are as significant as findings-based changes in policy and practice. A conceptual framework is developed, based on a three-fold distinction between ‘participatory’, ‘collaborative’ and ‘collective’ impact. This is applied to a case study action research project, Debt on Teesside, working with low-income households in North-east England. The project is analysed in terms of participatory impact (e.g. developing skills of participating households, mentor-researchers, and university staff); collaborative impact (e.g. findings-based changes in thinking, policies and practices of advice, community finance and housing agencies, and local authorities resulting from collaborative research); and ‘collective impact’, adapted from the field of social interventions, which involves organisations collectively targeting specific actions based on research (e.g. changing policy and practices of lenders and government relating to high-cost loans).  相似文献   

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