NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1106824
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1744-9642
EISSN: N/A
The Promise, Pitfalls, and Persistent Challenge of Action Research
Higgins, Chris
Ethics and Education, v11 n2 p230-239 2016
Action research began as an ambitious epistemological and social intervention. As the concept has become reified, packaged for methodology textbooks and professional development workshops, it has degenerated into a cure that may be worse than the disease. The point is not the trivial one that action research, like any practice, sometimes shows up in cheap or corrupt forms. The very idea that action research already exists as a live option is mystifying, distracting us from the deep challenge that action research ultimately represents. Though Joseph Schwab is sometimes credited as a forerunner of action research, it is likely that he would see the new talk of "the teacher as researcher" as indicative of the very epitomization of which he warned. Dewey's new conception of knowledge, action, and communication--and the vision of the teacher as learner it entails--requires nothing short of a radical rethinking of teaching and inquiry, schooling and teacher education. This essay recalls the promise of action research, exploring its pitfalls, and attempts to get clear on the ongoing challenge it represents.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A