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1.
Anette Olin Gunilla Karlberg-Granlund Eli Moksnes Furu 《Educational Action Research》2016,24(3):424-441
AbstractThis article focuses on the double role of the academic action researcher working as facilitator and researcher in democratic professional development projects. The inquiry is based on three partnership projects: ‘research circles’ in Sweden, ‘dialogue conferences’ in Norway and ‘tailored professional development’ in Finland. In a self-study and through the lens of practice architectures, we, as action researchers, explore how our practices are enabled and constrained in, as well as are enabling and constraining, professional development partnerships with teachers and educational leaders. A critical perspective is provided on how and what democratic practices evolve. The inquiry opens up understandings about how the academic action researcher’s practices entails multi-faceted ways of working to be able to accomplish different and somehow contradictory objectives, yet at the same time enacting democratic working methods. Furthermore, the act of recognition as a connecting aspect between prefiguring arrangements and evolving practices will be elaborated on to supplement perspectives offered by the theory of practice architectures. 相似文献
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Action research as a practice‐based practice 总被引：1，自引：1，他引：0
Stephen Kemmis 《Educational Action Research》2013,21(3):463-474
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
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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
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Iram Siraj‐Blatghford 《British Journal of Sociology of Education》1995,16(2):205-220
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
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CHARLES CLARK 《Journal of Philosophy of Education》2011,45(1):37-57
Professor Whitty has endorsed the consensus that research into education is empirical social science, distinguishing ‘educational research’ which seeks directly to influence practice, and ‘education research’ that has substantive value but no necessary practical application. The status of the science here is problematic. The positivist approach is incoherent and so supports neither option. Critical educational science is virtually policy‐inert. The interpretive approach is empirically sound but, because of the value component in education, does not support education research either, or account for this component. A solution to the latter problem is sought in the debate between Carr and Hirst on the relationship between philosophy and education. This shows Carr making claims that rely on a conception of philosophy that he rejects, while Hirst insists on this conception, uses it to justify practical claims, but denies that this is possible. To achieve a practically relevant analysis of educational research, both need to include second‐order, normative, conceptual enquiry into the philosophies that drive educational policy‐making and partly regulate teaching methodology. Deweyan, first‐order, ‘reflective practice’ needs, then, to be supplemented with second‐order reflection. Educational research is philosophy‐ not science‐driven, and is value‐led. Consequently, it has the status not of scientific discovery but of practical recommendation. 相似文献
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Nicola Jane O'Riordan 《Education 3-13》2016,44(6):648-660
Philosophy for children (P4C), rooted in the Socratic Method and constructivist and pragmatic assumptions, is a dialogic and democratic pedagogy which teaches pupils to philosophise; to develop multi-dimensional modes of thinking through discussion of questions which connect with all human experience. Despite a wide range of research, both national and international, citing P4C's efficacy in promoting children's cognitive and affective skills the researcher observed that within her own Local Authority P4C failed in most cases to become established in the schools that had trained in this approach. As a consequence the researcher set out to explore teacher's perceptions of the factors determining the implementation of P4C in the classroom using a qualitative research methodology. Teachers do not teach in a vacuum; they are situated in a social, political and economic context which is broader than the classroom or the school. In order to better understand ‘the considerations which bear upon curricular action’, this paper will begin with a discussion of the wider policy context in which P4C is operating before moving on to explore the educational assumptions and practice of P4C and the extent to which these values and practices cohere with those espoused through the wider policy context. The researcher will then discuss the findings from qualitative interviews conducted with a small group of geographically dispersed primary school teachers in England. This paper argues that the ideology of economic rationalism, promulgated through educational policy and manifest in a culture of performativity and short-termism in the classroom, exposes conflicts of values for primary teachers with regard to the implementation of P4C which appear to suggest that P4C in the current educational climate represents counter-cultural practice. 相似文献
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AbstractInspired by Theodore Schatzki’s ‘societist’ approach—in which he advocates a notion of ‘site ontologies’—in this article, we outline our theory of practice architectures (a theory about what practices are composed of) and ecologies of practices (how practices relate to one another). Drawing on case studies of four Australian primary schools, we examine how practices of leading relate to other educational practices: professional learning, teaching, student learning, and researching and reflecting. We find ‘leading’ not only in the work of principals and other formal leadership positions, but also in the activities of teachers and students. We show that changing leading practices requires changing more than the professional practice knowledge of individuals; it also requires changing the practice architectures (cultural-discursive, material-economic and social-political arrangements) in sites where leading and its interconnected practices are conducted. In order to study practices of leading, we adopt a philosophical-empirical enquiry approach, i.e. we conduct our research as a conversation between practice philosophy and theory and the empirical cases of leading we study. We study practices in the mode of research within practice traditions, sometimes described as ‘practical philosophy’, as a contribution to the self-reflective transformation of the practices we are studying. 相似文献
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Cristina Costa Ciaran Burke Mark Murphy 《International Journal of Research & Method in Education》2019,42(1):19-32
Bourdieu’s career long endeavour was to devise both theoretical and methodological tools that could apprehend and explain the social world and its mechanisms of cultural (re)production and related forms of domination. Amongst the several key concepts developed by Bourdieu, habitus has gained prominence as both a research lens and a research instrument useful to enter individuals’ trajectories and ‘histories’ of practices. While much attention has been paid to the theoretical significance of habitus, less emphasis has been placed on its methodological implications. This paper explores the application of the concept of habitus as both theory and method across two sub-fields of educational research: graduate employment and digital scholarship practices. The findings of this reflexive testing of habitus suggest that bridging the theory-method comes with its own set of challenges for the researcher; challenges which reveal the importance of taking the work of application seriously in research settings. 相似文献
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Emile Bojesen 《Educational Philosophy and Theory》2015,47(10):1039-1051
AbstractThis paper attempts to reintegrate the concept of plasticity into educational philosophy. Although John Dewey used the concept in Democracy and Education (1916) it has not generated much of a critical or practical legacy in educational thought. French philosopher, Catherine Malabou, is the first to think plasticity rigorously and seriously in a contemporary philosophical context and this paper outlines her thinking on it as well as considering its applicability to education. My argument is that her definition not only successfully reintroduces the concept in a way which is generative for contemporary educational philosophy and practice but that it also significantly extends the remit of educational plasticity as previously conceived by Dewey. This paper will examine the concept of educational plasticity as providing an opportunity as well as ‘the feeling of a new responsibility’ towards the plastic subject in philosophical approaches to education. 相似文献
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Martin Blok Johansen 《The International Journal of Art & Design Education》2020,39(1):126-138
In this article, taking three selected works by the Danish artist Julie Nord as my point of departure, I will analyse and discuss the role of art in educational theory and practice. In this analysis and discussion I present two concepts, ‘resistance’ and ‘undecidability’, which are rooted in the theories of Dutch professor of education and director of research Gert Biesta and the French philosopher Jacques Derrida, respectively. The two concepts are used to analyse the three works of art and then come to grips with the empirical part of the study. The empirical part explores how a Danish fifth‐grade class (ages 11–12) interacts with works of art characterised by these very things, resistance and undecidability. The point the article makes is that it is not always what is easy and unambiguous that offers the best conditions for learning and gives school pupils a desire to learn. Rather it is often what is full of resistance and is difficult to decipher and understand. 相似文献
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《Educational Philosophy and Theory》2013,45(6):817-832
Critical educational research offers the researcher a position and an ethos of comfort. Even the declared recognition of the relativity of principles, norms or criteria so characteristic of much critical research does not prevent it from looking immediately for a way out of this uncomfortable situation i.e. to keep to the idea that comfort (for the researcher) is needed and desirable. However, we suggest that this uncomfortable condition is constitutive for critical educational research and may be even for education as such. Therefore the article can be considered as a genealogical analysis of this comfortable critical research, in which we show how the birth of the milieu of the modern school goes together with the instauration of two forms of a comfortable research ‘ethos’: a research ethos rooted in a pastoral milieu and a research ethos rooted in a bureaucratic milieu. In the last section of the article we indicate that another ‘experimental’ ethos of research is possible, including the acceptance of discomfort. This is the ethos of a critical researcher as an inhabitant of a coming research community and as being exposed to the present. 相似文献
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Monica A. van Winkel Roeland M. van der Rijst Rob F. Poell Jan H. van Driel 《Journal of Further & Higher Education》2018,42(4):539-555
This study explores how academics who expanded their teaching-only positions to include research view their (re)constructed academic identity. Participants worked in a higher professional education institution of applied research and teaching, comparable with so-called new universities. The aim is to increase our understanding of variations in academic identity and to be better able to support academics’ ‘role making’ within and across different worlds of practice. Data from semi-structured interviews with 18 academics at a Dutch new university were analysed using a grounded theory approach. This revealed six well-rounded academic identities reflecting participants’ personal scholarly objectives: the ‘continuous learner’, ‘disciplinary expert’, ‘skilled researcher’, ‘evidence-based teacher’, ‘guardian of the research work process’ and ‘liaison officer’. The researcher role served to promote the overall development of participants’ identities. The ‘disciplinary expert’ matured through participation in the academic world and research activities. Participants discovered what ‘being’ and ‘becoming’ a researcher in the new university might entail, and contributed to the professions’ knowledge base. Participants learned to apply various research-based teaching approaches. As brokers, they linked research projects to practices in meaningful ways. The six identities embodied an emergent power in creating and preserving a complete academic profession. Participants’ accounts showed tensions inherent in an extended role portfolio and constraints in ‘role making’ given inconsistencies between the university’s espoused research mission and the one in use. These imply challenges for university managers in aligning policies and practices, and scaffolding academics’ attempts to integrate their academic roles in different worlds of practice. 相似文献
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John Elliott 《Educational Action Research》2015,23(1):4-21
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
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This article introduces readers to some of the cultural characteristics of education and educational development in Russia. Action Research is as yet a new influence on Russian educational thinking, and so this article makes a beginning by tracing the connection between the ‘Action Research’ approach and Russian ‘Activity Theory’ in the teacher training process. The assumption of the Russian participants in an international project devoted to action research in teacher training was that the facilitation of the ‘Activity Theory’ approach would make a relevant contribution to an understanding of action research. The practical implications of this link in various different contexts are described in the article. 相似文献
16.
《British Educational Research Journal》2004,30(1):9-26
Recent years have witnessed the rapid rise of a new educational research orthodoxy in the UK and the USA. Central to that orthodoxy are the assumptions that method can ensure objectivity in research, and that more objective ‘safe’ research to inform practice is needed. But educational research is a field made up of overlapping communities of practice. This field has rules, but they are largely unwritten, and modify and change as part of a contingent tradition. Within the field, knowledge formation develops through the making of embodied judgements, which can only ever be partly rational, and are related to developing researcher identities. The new research orthodoxy entails deliberate attempts to restrict and modify practices in this field. This is unlikely to completely succeed, but centralised sources of funding for educational research make many researchers vulnerable. In resisting these tendencies, it is helpful to view research as contributing to better understanding, in ways that owe more to the quality of interpretations of the data than to the objective purity of any methods used. 相似文献
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Schools in England are currently being asked to pay greater attention to the issue of educational inclusion. This paper reports some of the findings of a collaborative action research Network that was set up to address the implications of this trend. The Network involves teams of university researchers in working with practitioners in order to encourage the development of inclusive practices. As a result of this work, it is argued that the development of such practices is not about adopting ‘recipes’ of the sort described in much of the existing literature. Rather, it involves social learning processes that occur within a given workplace. The paper attempts to provide deeper understandings of what these processes involve. To assist in this analysis use is made of the idea of ‘communities of practice’, as developed by Etienne Wenger, focusing specifically on the way he sees learning as a characteristic of practice. It is argued that the development of inclusive practices involves collaborative working arrangements; that they can be encouraged by engagement with various forms of evidence that interrupt ways of thinking; and that the space that is created through such interruptions can enable those involved to recognize overlooked or, indeed, new possibilities for moving practice forward. 相似文献
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Alison Pearce 《Educational Action Research》2013,21(2):178-195
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
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Participatory action research and the public sphere 总被引：7，自引：6，他引：1
Stephen Kemmis 《Educational Action Research》2013,21(4):459-476
Some action research today lacks a critical edge. This article identifies five inadequate forms of action research, and argues that action research must be capable of ‘telling unwelcome truths’ against schooling in the interests of education. It reasserts a connection between education and emancipatory ideals that allow educators to address contemporary social challenges. It suggests how educational trends in recent decades may have led to the domestication of educational action research, and concludes with three messages about quality in educational action research. It re‐thinks educational action research initiatives as creating intersubjective spaces for public discourse in public spheres. 相似文献
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Stephen Kemmis 《British Educational Research Journal》2012,38(6):885-905
This paper describes two parallel research programmes exploring educational practice/praxis. The first, including a theory of ‘practice architectures’, aims to contribute to contemporary practice theory that views practice from the perspective of a spectator. The second aims to contribute to an emerging (practical philosophy) tradition of ‘researching practice from within practice traditions’ and views practice (and praxis) from the perspective of participants. It is argued that these particular spectator and participant perspectives are complementary. They offer a dual approach to researching educational practice and praxis and allow us (educational actors, educational researchers) to see ourselves as formed by a collective praxis, within which teacher—researchers can aspire to act educationally in the sense of acting for the good for each person and for the good for humankind. 相似文献