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A Critical Action Research Reader

Series:

Patricia H. Hinchey

Since its inception, action research has been the subject of confusion and controversy. Can something be research if it doesn’t «prove» anything? Can something be action research if it’s a project run by an expert who does not consider participants co-researchers? Questions multiply when the general term is limited to critical action research. What makes critical action research different from action research generally?
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 This highly diverse collection of previously unpublished and published works offers a sampling of opinions on key theoretical and methodological questions, complemented by a wide range of critical action research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.
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Library of Congress Cataloging-in-Publication Data

A critical action research reader / edited by Patricia H. Hinchey. pages cm. — (Counterpoints: studies in the postmodern theory of education; v. 433) Includes bibliographical references. 1. Action research in education. I. Hinchey, Patricia H. LB1028.24.C74 370.72—dc23 2015014328 ISBN 978-1-4331-1759-6 (hardcover) ISBN 978-1-4331-1760-2 (paperback) ISBN 978-1-4539-1621-6 (e-book) ISSN 1058-1634

Bibliographic information published by Die Deutsche Nationalbibliothek. Die Deutsche Nationalbibliothek lists this publication in the ‘‘Deutsche Nationalbibliografie’’; detailed bibliographic data are available on the Internet at http://dnb.d-nb.de/.

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