By Bridget Somekh
This e-book offers a clean view of motion study as a strategy uniquely suited for discovering the methods of innovation and alter. Drawing on twenty-five years' adventure of best or facilitating motion examine initiatives, Bridget Somekh argues that motion examine could be a robust systematic intervention, which fits past describing, studying and theorizing practices to reconstruct and rework these practices. The booklet examines motion examine into switch in a variety of academic settings, akin to faculties and school rooms, college departments, and a countrywide evaluate of expertise in colleges. the outlet bankruptcy provides 8 methodological rules and discusses key methodological concerns. the focal point then turns to motion learn in broader contexts corresponding to 'southern' international locations, overall healthiness, company and administration, and neighborhood improvement.
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Additional resources for Action Research: A Methodology for Change and Development
Sumara and Luce-Kapler (1993) provide a detailed analysis of the process of collaboration in action research, starting with the original meaning of the word, ‘co-labouring’, and using this to illuminate the discomfort and difficulties of collaboration described by many writers. They see these apparent problems as ‘healthy and productive, for it is during moments of disagreement, of negotiation, of labouring over that which is difficult that we gain insights into ourselves, each other, and whatever enterprise binds us together.
This is in line with Haraway, who argues that we need simultaneously […] a critical practice for recognizing our own ‘semiotic technologies’ for making meanings, and a no-nonsense commitment to faithful accounts of a ‘real’ world. (Haraway 1991: 187) Far from weakening my argument for the importance of action research as a research methodology for the social sciences, new understandings of the nature of knowledge can be seen to strengthen it. If it is no longer possible to establish truths which are generalisable across contexts, it is no longer a disadvantage to have a methodology which always generates contextual- BL2220-03-chap 01 28 1/11/05 20:34 Page 28 ACTION RESEARCH Kin g sto nU niv ers ity ized knowledge.
She describes how her work is caught in the tension that is historically embedded in action research between an impetus to empower and an impetus to ‘a social engineering element’ (Walker 1996: 208). Her aim is to work with teachers on terms of mutual respect and equality, but she illustrates very fully how this aim is unattainable given the oppressive structures of the Bantu education system in which her teacher–partners are encultured. The teachers’ attitudes to their work and to her as a ‘white woman’ are constructed by the power relationships inscribed in the ideology of apartheid.