In its broadest sense, action research refers to research conducted in a field setting with those actually involved in that field. Action research is part of a long tradition among grassroots activists to seek mutually constitutive relationships between research and social change. Action research differs from traditional empirical-analytic and interpretive research in both its dynamism and its continuity with an emergent practice. Sandra Hollingsworth's collection of articles offers an understanding of action research as a research methodology and offers insights into the political work of action research. The articles address the theoretical and practical dimensions of action research. A collection of case studies demonstrates how action research has been applied in various settings for the purpose of taking action towards bringing about change. Thus, action research is viewed from the perspective of socially transforming organizations of all types. In fact, Hursh (in Hollingsworth) states that "action research can be used to develop and refine theories and practices that develop critical citizens who actively engage in understanding and changing the world" (p. 125). Collectively, the articles in this edited volume demonstrate that theory/practice/knowledge/ and action are dialectically related.
Christine O'Hanlon offers an international perspective on the role of action research in professional development in educational contexts. Herein, the collection of articles affirms the position of action research as a process for transformational practice in professional development. Several authors adhere to a notion that theoretically informed action research can contribute to the development of teachers-in schools and universities-as flexible, critical, and reflective practitioners. Authors consider such issues as how to facilitate moving from personal development and reflection to collective political action (i.e., political responsibility and social transformation) and how authentic participation is possible when teachers lack the social and political power to define the terms and nature of participation under structural conditions of inequality. Posch (in O'Hanlon) emphasizes that the prevalent culture of teaching and learning is still attuned to a relatively static society. He notes that the culture of teaching and learning, however, will need to change to reflect the social changes. Thus, as the concept of learning is extended, there will likely be more opportunities for teachers (and students alike) to engage in collaborative reflection on action and communication about the knowledge that has been generated.