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 This highly diverse collection of previously unpublished and published works offers a sampling of opinions on key theoretical and methodological questions, complemented by a wide range of critical action research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: Teacher Research, Urban Contexts, and the Emergence of the Critical from the Practical
| 89 →
Teacher Research, Urban Contexts, and the Emergence of the Critical from the Practical
Part 2 offers a look at teacher research (frequently called teacher inquiry), a form of action research conducted by one or more practitioners in their classrooms. It has long been advocated as an effective form of professional development—and has also long been criticized by critical theorists and pedagogues as a technical or practical form of action research seeking to find only “what works” in a classroom. For example, “If I do x, will students’ reading test scores improve?” However, teachers can design action research projects serving critical—rather than or in addition to—utilitarian goals. And, as Kinsler points out in Part 1, classroom projects frequently dismissed as technical can be considered empowering in that students who are academically successful within the existing educational system gain valuable cultural capital.
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.