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- 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. |
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Pedagogy, education, and praxis in critical times
- 2020
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- This book critically explores urgent questions that researchers, educators, and policy makers need to consider and address in order to better our understanding and capacity to transform education. Focusing on areas that underpin the empirical, theoretical, and strategic research of the Pedagogy, Education and Praxis (PEP) International Research Network, it discusses the following topics: the nature of educational praxis; research approaches that facilitate praxis and praxis development; changing cultural, social, political and material conditions affecting the educational practices of teachers; and how good professional practice in teaching, leading, and professional learning are understood and experienced.Presenting findings emerging from the Pedagogy, Education and Praxis research, the book raises new questions and offers new ways of thinking about the identified issues and themes in light of current educational concerns and the prevalence of neoliberal conditions being experienced in educational settings around the globe. It provides supporting evidence and illustrative examples to help readers understand important concepts, situations, and concerns, and brings together intellectual and cultural-historical traditions that, when considered in relation to each other, open up critical opportunities and ideas orienting readers towards future educational transformation.
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