What is to be done? The place of action research
Bibliographic Data
| ID | 5771032 |
|---|---|
| Authors | Stephen Kemmi (0000-0003-2252-8511, Charles Sturt University, corresponding author) |
| Year | 2010 |
| Volume | 18 |
| Issue | 4 |
| Pages | 417-427 |
| Publication date | 2010-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Action Research (JOURNAL) |
| Journal identifiers | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09650792.2010.524745 |
| OpenAlex | W2090062771 |
| Language | EN |
| Citations received | 53 |
| References cited | 10 |
Action research concerns action, and transforming people's practices (as well as their understandings of their practices and the conditions under which they practise). Sometimes we may feel that action research works best when it contributes to our understandings. In this paper, by contrast, I want to explore the 'happening-ness' of action and practice, as they are lived and changed by action research. I want to explore the place of action research in shaping and making history by changing what is done. The central argument of this paper is that, while action research certainly does contribute to theory, it also, and perhaps more importantly, contributes to history
Action research · Argument (complex analysis · Happening · Participatory Visual Research Methods · Qualitative Research Methods and Ethics · Social Science and Policy Research
Increasing Activeness and Learning Outcomes at the University by Applying the STAD Method to Learning
Investigando colaborativamente en el doctorado
Lyssna, höra, agera
Negotiating coherence through meeting spaces in practicum
Empowering Current and Future Educators
Diving into Real-World Practicum in Physical Education
Transforming Learning Spaces on a Budget
Teachers’ Continuing Professional Development
Live Remote Classroom
Computer says no? Limitations of tech-focused transitions to higher education for Australian LSES students
Making research (more) real for future teachers
‘Let’s focus on us’
Developing preschool teacher graduate students’ professional identity with action research
Does a teacher need authority to teach students self-direction? Reflections on embracing a paradox
Improving the practices of teacher educators through collaborative action research
Action research in education
Extending knowledge by developing a ‘slow approach’ to action research
Critical issues in socially just action research
Non-university-based teacher educators learning to develop researcherly dispositions within and across communities of collaborative action research practice
Learning, Growing, Embracing, Transitioning, and Changing
Beyond Action Research
Teacher Education in England
Contemporary British Autoethnography
Film ethnography and critical consciousness
Participatory action research and the construction of academic identity among postgraduate research students
From ideals to action
Beyond checklists
Developing a Framework for Research Evaluation in Complex Contexts Such as Action Research
No one talks about it”
Energy policy and transdisciplinary transition management arenas in illiberal democracies
Ten essentials for action-oriented and second order energy transitions, transformations and climate change research
Making sense of sustainability transitions locally
Symposium introduction
Action, research and participation
Dimensions of professional competences for interventions towards sustainability
The Action Research story of a student–teacher
Defining and finding an endgame in education on race
El Enfoque de Transpraxis en Educación Superior
Action researching power in an ESL and academic writing classroom
How Alternative Education teachers embarked on getting to the heart of young people’s schooling stories
The I3E model for embedding education for sustainability within higher education institutions
From evidence to value-based transition
It's important, but I'm not going to keep doing it!”
Engaging With Difficult Knowledge of U.S. Wars in Elementary Social Studies Methods Course
Integrating the 2030 Agenda at the municipal level
Deweyan Democracy, Neoliberalism, and Action Research
Variations of I
The Elementary Forms of Practical Life
Action research to support the integration of social media in the classroom
Action research
Teacher educator changing perceptions of theory
Empowering Voices
Cripistemologies of Teacher Education
| Unique citing works | 53 |
|---|---|
| Citations per year | 4,08 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 53 |