Developing an alternative epistemology of practice
Teachers’ action research as critical pedagogy
Bibliographic Data
| ID | 6134539 |
|---|---|
| Authors | Guofang Li (0000-0002-5523-6892, Queens College, CUNY, corresponding author), Nathalis Guy Wamba (Queens College, CUNY) |
| Year | 2010 |
| Volume | 9 |
| Issue | 2 |
| Pages | 162-178 |
| Publication date | 2010-12-29 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Action Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-7503 • E-ISSN: 1741-2617 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476750310388054 |
| OpenAlex | W2109120920 |
| Language | EN |
| Citations received | 4 |
| References cited | 10 |
My struggle to promote critical consciousness, dialogue, creative and critical thinking and collaboration in my class led me to turn the classroom into a lab where I would experiment with action research as pedagogy. I began my course by asking students what they wanted, what would they contribute and how we will implement their recommendations. More importantly I invited them to be my co-inquirers in what they perceived to be a radical approach to instruction. This article is an account of what took place specifically the way we all experienced the process
Action (physics · Action research · Class (philosophy · Consciousness · Critical consciousness · Critical pedagogy · Critical thinking · Epistemology · Pedagogy · Sociology · Adult and Continuing Education Topics · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
| Unique citing works | 4 |
|---|---|
| Citations per year | 0.31 |
| Citation span | 2013 - 2022 (10) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |