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 This highly diverse collection of previously unpublished and published works offers a sampling of opinions on key theoretical and methodological questions, complemented by a wide range of critical action research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.
Introduction: The Contested Terrain of Critical Action Research
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The Contested Terrain of Critical Action Research
Theorists have been working for decades to be clear about what type of research might be termed “critical” as well as to be clear about what versions of action research merit that description. While there is some agreement about some things—for example, that any research termed “critical” must have as its ultimate objective greater social equity and justice—there are also many disagreements about other elements. Part 1 is intended to allow readers to build a basic definition of critical action research, to become familiar with some of its many manifestations, and to explore a sampling of related theoretical and practical issues.
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