| 1. |
- Boyle, Tess, et al.
(författare)
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Acknowledging, negotiating, and reporting ‘uncomfortable truths’ in action research
- 2023
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Ingår i: Educational Action Research. - : Informa UK Limited. - 0965-0792 .- 1747-5074. ; 31:5, s. 909-919
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Tidskriftsartikel (refereegranskat)abstract
- Critical action research is a praxis-oriented professional learning practice. Such practice requires a move beyond viewing action research as simply a technical or practical method for teacher development; instead, it strives for critical and participatory research. When action research is reduced to a technicist process for professional learning, there is a tendency for valorising reported findings, so seemingly ‘celebratory’ stories emerge. Yet, the process of changing practices is complex and challenging. By sharing some of our own’ uncomfortable truths,’ we reveal the often-hidden realities of action research as spaces of contestation and negotiation, where uncomfortable truths are shared, examined, and sometimes silenced. This engagement in the form of ‘reflexivity of discomfort’ helps shed light on the need for Action Research to be (re)considered as more than a project and instead as a praxis-orientated approach that requires balanced reporting.
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| 2. |
- Boyle, Tess, et al.
(författare)
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An interactive symposium: rethinking practice arrangements for establishing or inhibiting dialogue
- 2020
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Ingår i: CARN Bulletin Collaborative Action Research Network 23. - Split, Croatia : Faculty of Humanities and Social Sciences. - 9781910029640
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Konferensbidrag (refereegranskat)abstract
- This contribution is our collective reflection of the taken-for-grantedness of ways physical arrangements in conferences promote or inhibit interactive dialogue. We draw from our symposium presentation entitled Uncovering the hidden imperative of communicative spaces: Negotiating uncomfortable truths through action research as the basis for this piece.
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| 3. |
- Boyle, Tess, et al.
(författare)
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Uncover the hidden imperative of communicative spaces: Negotiating uncomfortable truths through action research
- 2019
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Ingår i: CARN conference. Imagine Tomorrow: Practitioner Learning for the Future, Split, October 17-19, 2019.. - : Collaborative Action Research Network (CARN).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Uncovering the hidden imperative of communicative spaces: Negotiating uncomfortable truths through action research Critical action research is a praxis-oriented professional learning practice. Such practice requires a move beyond viewing action research as simply a technical or practical method for teacher development; instead, it strives for research that is critical and participatory. When action research is reduced to a technicist process for professional learning, there is a tendency for valorising reported findings so seemingly ‘celebratory’ stories emerges. Yet the process of changing practices is complex and challenging. Often the realities of learning and change means that communicative spaces in action research are spaces for contestation and negotiation, where uncomfortable truths are shared, examined and sometimes silenced. Uncovering these aspects of the change endeavour is a necessary part of addressing and reporting the realities of practitioners’ experiences and outcomes in action research taken up in this symposium. We propose that this is an imperative for safe-guarding the future uptake of action research among the professions. Drawing on cross-sectoral action research projects in Australia, New Zealand and Sweden, this collection of papers examines the conditions that enable and constrain communicative spaces as ‘sites’ for praxis. In doing so we expose uncomfortable truths about communicative spaces in critical action research, whilst also examining distinctive conditions which act as mechanisms for sustaining practice and praxis development. Papers reveal ways praxis, as morally committed action, forms a fundamental condition for uncovering uncomfortable truths often ignored. We argue that preserving criticality in action research demands negotiating contested ideologies and practices, and ultimately legitimises the dialogic in, and for, professional learning. We conclude with this provocation for discussion: Is critical action research ‘at risk’ of appropriation by technical interests and aims that oft ignores taken-for-granted knowledges, values and practices of the professions and the messiness of change?
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| 4. |
- Mahon, Kathleen, 1966-, et al.
(författare)
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Researching practice in higher education
- 2018
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Ingår i: AUSTRALIAN ASSOCIATION FOR RESEARCH IN EDUCATION (AARE) CONFERENCE 2018.
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Konferensbidrag (refereegranskat)
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| 5. |
- Mahon, Kathleen, 1966-, et al.
(författare)
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What is educational praxis?
- 2020
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Ingår i: <em>Pedagogy, education, and praxis in critical times</em>. - Singapore : Springer. - 9789811569258 - 9789811569265 ; , s. 15-38-
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Bokkapitel (refereegranskat)abstract
- This chapter explores the question “What is educational praxis?” based on a review of theoretical and empirical research undertaken by the Pedagogy, Education and Praxis (PEP) international research network over the past decade. A book series produced by the network in 2008 explored this very question in relation to a range of educational sites and national contexts. Six key themes emerging from this work were outlined in the first of the books in the series, Enabling Praxis: Challenges for Education. In short, the themes concerned agents and agency; particularity; connectedness; history; morality and justice; and praxis as doing (Kemmis and Smith in Enabling praxis: challenges for education. Sense, Rotterdam, Netherlands, 2008b). Using these six themes as a point of departure, we present a view of educational praxis as a kind of educational practice that is informed, reflective, self-consciously moral and political, and oriented towards making positive educational and societal change; it is context-dependent and can therefore take many forms. We also explore the forming, self-forming, and transforming nature of educational praxis and explain its relevance at a time when instrumental, managerialist, and neoliberal rationalities continue to dominate global and local education narratives.
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