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- Zhang, Zheng, et al.
(författare)
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Our way(s) to action research : Doctoral students’ international and interdisciplinary collective memory work
- 2014
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Ingår i: Action Research. - London, UK : SAGE Publications. - 1476-7503 .- 1741-2617 .- 0264-5122. ; 12:3, s. 293-314
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Tidskriftsartikel (refereegranskat)abstract
- This study involved six Swedish and Canadian doctoral students who shared interests in using action research in professional education in different disciplines. We employed Noffke’s three dimensions of action research as a theoretical framework (i.e., the Professional, the Personal, and the Political). Using collective biography as a methodology, we cooperatively examined how our personal and professional agendas and macro-level structures have been shaping our intentions to conduct action research projects in our respective disciplines. The key findings of this international and interdisciplinary collective biography relate our growing awareness of the intimacy between research and life in vari- ous professional and geographic contexts. Collectively addressing our shared frustrations, we celebrated action research as a methodology that attends to the dynamic and concrete lived experiences of our participants in various spatio-temporalities. Reflecting upon the hybridity of our own researcher identities, we were also able to see the intimate relation between ourselves as active citizens and critical action researchers who are determined to take up the challenges and engage in critically oriented action research that could nurture more ‘‘caring,’’ ‘‘empowering,’’ and ‘‘transforming’’ public spheres.
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| 2. |
- Zimmerman Nilsson, Marie-Helene, 1967-, et al.
(författare)
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Tensions in communication Teachers and academic facilitators in a critical friendship
- 2018
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Ingår i: Action Research. - London : Sage Publications. - 1476-7503 .- 1741-2617. ; 16:1, s. 7-24
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Tidskriftsartikel (refereegranskat)abstract
- This paper concerns the complex relationships between external facilitators and teachers in action research, as they work in a critical friendship to develop interaction in specific ways that open up rather than shut down communication and learning. The aim is to contribute with knowledge about interpersonal communication between academic facilitators and teachers in a development process where the teachers had a lack of influence in the initial phase of the project. The findings reveal that communication in a context of incompatible positions and professional distance did not lead to further communication, whereas communication in a context of confidence, mutual reliance, and challenge opened up possibilities for further dialogue. We identified three aspects affecting communication: absence of ownership of specific problems, trust without relationship, and courage before trust. Implication for the action research community is the importance of making strategies for critical friendship explicit. This assists for teachers to internalize the role.
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