(En)action research
Practice transformation through processes of participatory sense-making in educational action research
Bibliographic Data
| ID | 21600898 |
|---|---|
| Authors | Kasper Lasthein Madsen (0000-0002-7083-4786, VIA University College, corresponding author), Ole Lund (0000-0002-1479-5954, VIA University College), Jens-Ole Jensen (0000-0002-7719-390X, VIA University College) |
| Year | 2024 |
| Volume | 32 |
| Issue | 4 |
| Pages | 568-585 |
| Publication date | 2024-08-07 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Action Research (JOURNAL) |
| Journal identifiers | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09650792.2023.2207030 |
| OpenAlex | W4367052861 |
| Language | EN |
| Citations received | 1 |
| References cited | 36 |
Scholars regard educational action research as contributing to change and developing sustainable teaching practices. The theoretical framework revolves around the idea that changes stem from human actions and draws inspiration from several philosophical traditions. However, the dynamo of transformation in the different approaches is generally a systematic self-reflective inquiry. In this study, we examine how changes of practice through educational action research emerge when the process is understood through the enactive theory of participatory sense-making. The point of departure for our methodological examination is an action research project on Movement Integration in Danish primary and secondary schools. Our analysis underscores that the process of dialogue and participation in action research gains impact by embracing joint movement-based actions. The study highlights that pre-reflective and movement-based inquiries may be a significant dynamo in the action research project’s effort to become deeply meaningful for the participants, to empower their participation and to make sustainable practice transformations possible. Applying the enactive framework in action research brings forward a methodological awareness about unnoticed dimensions of how participants make sense of action research processes, and the significance of being attentive to and working actively with 1) relation-making, i.e. how participants participate in each other’s sense-making by how they move in relation to each other; 2) time-making, i.e. how participants’ past experiences and future possibilities interblend with how they grasp a given matter; and 3) space-making, i.e. how sense-making is extended into space through the body’s location and actions in a given environment
Action research · Citizen journalism · Epistemology · Participatory action research · Pedagogy · Political science · Sociology · Embodied and Extended Cognition · Innovative Education and Learning Practices · Psychology · Social Representations and Identity
Visible Learning for Teachers
Enactivist Interventions
The New Science of the Mind
Changing Practices, Changing Education
Effects of physical activity interventions on cognitive and academic performance in children and adolescents
Enactive intersubjectivity
Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children
Embodied cognition and its significance for education
The Sage Handbook of Action Research
Action Research
Running with Dewey
Collected Papers I
Enactive movement integration
Action Research and Minority Problems
Action research
Erkenntnis und Interesse
Writing Ethnographic Fieldnotes, Second Edition
Navigating the Terrain of Lived Experience
Participatory sense-making
Action research as a practice-based practice
Doing Sensory Ethnography
Re-thinking research interview methods through the multisensory constitution of place
An urban tour
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |