The action research planner: doing critical participatory action research

✍ Scribed by Kemmis, Stephen;McTaggart, Robin;Nixon, Rhonda

• Publisher: Springer
• Year: 2013;2014
• Tongue: English
• Leaves: 206
• Edition: Updated and reworked version
• Category: Library

✦ Synopsis

A fully-updated and reworked version of the classic book by Stephen Kemmis and Robin McTaggart, now joined by Rhonda Nixon,The Action Research Planneris a detailed guide to developing and conducting a critical participatory action research project. The authors outline new views on participation (based on Jurgen Habermas s notion of a public sphere ), practice (as shaped by practice architectures), and research (as research within practice traditions). They provide five extended examples of critical participatory action research studies. The book includes a range of resources for people planning a critical participatory research initiative, providing guidance on how to establish an action research group and identify a shared concern, research ethics, principles of procedure for action researchers, protocols for collaborative work, keeping a journal, gathering evidence, reporting, and choosing academic partners.

Unlike earlier editions,The Action Research Plannerfocuses specifically on critical participatory action research, which occupies a particular (critical) niche in the action research 'family'.

The Action Research Planneris an essential guide to planning and undertaking this type of research.

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✦ Table of Contents

Contents......Page 5
List of Figures......Page 9
List of Tables......Page 10
Why We Wrote this Book......Page 11
The Things Only Participatory Research Can Do......Page 14
An Example: Recycling at Braxton High School, Canada......Page 17
Different Kinds of Action Research......Page 18
Changing foci of Action Research in Education......Page 22
Different Purposes of Action Research......Page 24
Critical Participatory Action Research as a Disciplined Way of Making Change......Page 28
The People who Typically Conduct Critical Participatory Action Research......Page 31
An Example in Education......Page 33
Blurring Boundaries: Theorists and Practitioners, Researchers and Practitioners......Page 35
Critical Participatory Action Research as a Practice-Changing Practice......Page 36
References......Page 38
Participation in Communication......Page 42
Communicative Action and Communicative Space......Page 43
Ten Key Features of Public Spheres: Comments for Critical Participatory Action Researchers......Page 46
Conclusion: ‘Participation’ in Critical Participatory Action Research is Participation in Public Spheres......Page 57
References......Page 58
Defining Practice......Page 59
Practices and Practice Architectures......Page 61
Practices and Practice Architectures in Critical Participatory Action Research......Page 67
Critical Participatory Action Research as a Practice-Changing Practice......Page 71
References......Page 74
What’s Critical about Critical Participatory Action Research?......Page 75
Research Perspectives in Critical Participatory Action Research......Page 78
Critical Participatory Action Research as a Kind of Research......Page 81
Researching Practice from within Practice Traditions......Page 84
Using the Practice Architectures Analysis Table to Find a Felt Concern that will be the Focus of a Critical Participatory Action Research Initiative......Page 88
References......Page 91
Practising Critical Participatory Action Research......Page 92
Critical Participatory Action Research in Education: Are Our Practices Educational?......Page 94
Reconnaissance......Page 96
Opening Communicative Space—Establishing a Public Sphere......Page 97
Dialogues Between System and Lifeworld, Strategic Action and Communicative Action......Page 99
Questions to Identify a Shared Felt Concern in Relation to Our Practices and What Holds Our Practices in Place......Page 102
An Initial Statement About What you Intend to Do......Page 105
Planning......Page 107
Changing Practices and Practice Architectures......Page 109
The Product of Planning—A Collective Rationale and Plan for Change......Page 110
Enacting the Plan and Observing How it Works......Page 112
Enacting and Observing: The Product......Page 114
Reflection......Page 115
The Spiral of Cycles of Self-Reflection......Page 119
References......Page 121
Determining Issues of Importance to Students Through Focus Groups......Page 122
Shaping Projects with Volunteer Teachers......Page 123
Administering a Survey to Determine Whether Recycling Habits were Problematic......Page 124
Monitoring Recycling Habits and Meeting to Discuss what to do Next......Page 125
Getting Involved with Other Students and Teachers to Keep Momentum......Page 126
Example 2: The Self-Directed Learning Project at Grace Elementary School, Canada......Page 127
Determining How to Begin......Page 128
Responding to Students’ Feedback Involves Many People......Page 129
Shaping Self-Directed Learning Time by Visiting Another School......Page 130
Addressing Tensions Between Project-Based Learning and Test-Focused Understandings of Learning......Page 131
Example 3: The Graphic Novel Project at Joseph Junior High School, Canada......Page 132
Analysing Students’ Feedback with Students......Page 133
Example 4: The Teacher Talk Project in an Australian University......Page 134
Example 5: The Yirrkala Ganma Education Project: Critical Participatory Action Research in an Indigenous Community......Page 142
The Concept of Ganma......Page 145
Ganma Education And The Practice Of Critical Participatory Action Research......Page 148
Conclusion......Page 153
References......Page 154
Resource 1: Creating a Public Sphere and Identifying a Shared Felt Concern......Page 156
Identifying Educational Legitimation Deficits......Page 159
Identifying More General Legitimation Deficits......Page 160
Resource 2: Some Notes on Research Ethics for Critical Participatory Action Researchers......Page 165
General Principles of Research Ethics: Respecting Persons, Avoiding Harm, Justice and Beneficence......Page 166
Informed Consent and Assent......Page 167
Dependent Relationships......Page 169
Confidentiality and Anonymity......Page 170
Mutual Trust and Mutual Vulnerability......Page 171
Additional Reading......Page 174
Resource 3: Critical Participatory Action Research Group Protocols: Ethical Agreements for Participation in Public Spheres......Page 175
Observe Protocol......Page 179
Negotiate Descriptions of People’s Work and Accounts of Others’ Points of View......Page 180
Make Your Principles of Procedure Binding and Known......Page 181
Resource 5: Keeping a Journal......Page 182
Resource 6: Gathering Evidence, Documenting......Page 183
Some Cautionary Notes......Page 193
Resource 7: Reporting: For Yourself and Others......Page 194
Reporting Action Research Undertaken as Part of a Course of Study......Page 195
Resource 8: Choosing an Academic Partner to Work with a Critical Participatory Action Research Initiative......Page 196
References......Page 199
Index......Page 201