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ERIC Number: EJ829986
Record Type: Journal
Publication Date: 2009-Mar
Pages: 17
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0965-0792
Action Research for Educational Reform: Remodelling Action Research Theories and Practices in Local Contexts
Somekh, Bridget; Zeichner, Ken
Educational Action Research, v17 n1 p5-21 Mar 2009
This paper explores how action research theories and practices are remodelled in local contexts and used to support educational reform. From an analysis of 46 publications from the period 2000-2008, five "variations" in the globalized theory and practice of action research are identified: action research in times of political upheaval and transition; action research as a state-sponsored means of reforming schooling; co-option of action research by Western governments and school systems to control teachers; action research as a university-led reform movement; and action research as locally-sponsored systemic reform sustained over time. A common feature in these "variations" of action research is the importance each demonstrates of working towards a resolution of the impetus for action with the reflective process of inquiry and knowledge generation, to generate new practices. The paper also offers a framework to enable the analysis of how action research differs in local settings within and across national boundaries. The paper ends by suggesting that the emerging variations of action research in many countries during the period 2000-2008 can be construed as an example of Appadurai's 'globalization from below', in which teacher-action-researchers contribute knowledge and learning from multiple local sites about the process of effective educational reform. (Contains 1 note.)
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 - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A