Edited By Patricia H. Hinchey
Can the action research project of a classroom teacher intended to raise standardized test scores properly be considered critical? Is there a role for advocacy in any enterprise calling itself research? If critical action research is distinct from traditional empirical research, then what formats make sense for sharing results? This highly diverse collection of previously unpublished and published works offers a sampling of opinions on key theoretical and methodological questions, complemented by a wide range of critical action research reports illustrating what various theories look like in practice. The book provides a sketch of the topography of critical action research terrain and illuminates some diverse paths through it.
Part 1. Toward an Understanding of Critical Action Research Chapter 1: Reprinted from Boog, B. W. M. (2003). The emancipatory character of action research, its history and the present state of the art. Journal of Community & Applied Social Psychology, 13(6), 426–438. Chapter 2: Reprinted from Cannella, G. S. & Lincoln, Y. S. (2012). Deploying qualitative methods for critical social purposes. In S. R. Steinberg & G. S. Cannella (Eds.), Critical qualitative research reader (pp. 104–113). New York: Peter Lang. Chapter 3: Reprinted from Kinsler, K. (2010). The utility of educational action research for emancipa- tory change. Action Research, 8(2), 171–189. doi: 10.1177/1476750309351357 Chapter 4: Reprinted from Brennan, M. & Noffke, S. (2001). Uses of data in action research. In T. R. Carson & D. J. Sumara (Eds.), Action research as a living practice (23–43). New York: Peter Lang. Chapter 5: Reprinted from Shields, C. M. (2012). Critical advocacy research: An approach whose time has come. In S. R. Steinberg & G. S. Cannella (Eds.), Critical qualitative research reader (pp. 2–13). New York: Peter Lang. Part 2. Critical Teacher Research in Urban Contexts Chapter 7: Reprinted from Esposito, E., & Evans-Winters, V. (2007). Contextualizing critical action research: Lessons from urban educators. Educational Action Research, 15(2), 221–237. Part 3. Participatory Action Research (PAR) Chapter 13: Reprinted from Cahill, Caitlin. (2007). Doing Research with Young People: Participa- tory Research and the Rituals of Collective Work. Children’s Geographies, 5(3), 297–312. doi: 10.1080/14733280701445895 x Acknowledgments Chapter 14: Reprinted from Fox,...
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