Table of Contents

Introduction - Susan E. Noffke and Bridget Somekh
Revisiting the Professional, Personal and Political Dimensions of Action Research - Susan E. Noffke
PART ONE: ACTION RESEARCH METHODOLOGY: DIVERSITY OF RATIONALES AND PRACTICES
Introduction to Part I
Building Educational Theory through Action Research - John Elliott
Teacher Research as Stance - Marilyn Cochran-Smith and Susan L Lytle
Dialogic Inquiry as Collaborative Action Research - Gordon Wells
Action Research and the Personal Turn - Sandra Hollingsworth, Anthony Cody, Mary Dybdahl, Leslie Turner Minarik, Jennifer Davis-Smallwood and Karen Manheim Teel
Educational Action Research: A critical approach - Wilfred Carr and Stephen Kemmis
Action Research for/as/Mindful of Social Justice - Morwenna Griffiths
PART TWO: PROFESSIONAL: KNOWLEDGE PRODUCTION, STAFF DEVELOPMENT, AND THE STATUS OF EDUCATORS
Introduction to Part II
A School District-Based Action Research Program in the United States - Cathy Caro-Bruce, Mary Klehr, Ken Zeichner and Ana Maria Sierra Piedrahita
Using Action Research to Support Students with Special Educational Needs - Christine O′Hanlon
Renegotiating Knowledge Relationships in Schools - Chris Bigum and Leonie Rowan
Lesson Study as Action Research - Catherine Lewis, Rebecca Perry and Shelley Friedkin
Professional Development, Teacher Voice and Knowledge Production
Practitioner Action Research and Educational Leadership - Gary L Anderson and Kathryn Herr
Educational Action Research as a Paradigm for Change - Shoshana Keiny and Lily Orland-Barak
Practitioner Action Research: Building and Sustaining Success Through Networked Learning Communities - Christopher Day and Andrew Townsend
Action Research and Educational Change: Teachers as Innovators - Lesley Saunders and Bridget Somekh
A School System Takes on Exhibitions through Teacher Action Research - Marie Brennan
Action Research, Professional Development and Systemic Reform - Herbert Altrichter and Peter Posch
Sustaining the Next Generation of Teacher-Researchers to Work for Social Justice - Barbara Comber and Barbara Kamler
Co-operative Change Management through Practitioner Inquiry - Susan Groundwater-Smith
PART THREE: PERSONAL: SELF-AWARENESS, DEVELOPMENT AND IDENTITY
Introduction to Part III
Ethics and the ′Personal′ in Action Research - Jane Zeni
Writing to Learn: A process for the Curious - Mary Louise Holly
From Passionate Enquiry to Loving Detachment: One researcher′s Methodological Journey - Marion Dadds
The Interconnections between Narrative Inquiry and Action Research - Debbie Pushor and D Jean Clandinin
Capabilities, Flourishing and the Normative Purposes of Action Research - Melanie Walker
Demonstrating Quality in Educational Research for Social Accountability - Jean McNiff and Jack Whitehead
Action Research and Pedagogy as Science of the Child′s Upbringing - Petra Ponte and Jan Ax
Developing Relationships, Developing the Self: Buddhism and Action Research - Richard Winter
Teaching and Cultural Difference: Exploring the potential for a psychoanalytically informed action research - Terrance Carson
Complexity Theory and Action Research - Dennis Sumara and Brent Davis
Agency through Action Research: Constructing Active Identities from Theoretical Models and Metaphors - Bridget Somekh
Existentialism and Action Research - Allan Feldman
PART FOUR: POLITICAL: POPULAR KNOWLEDGE, DIFFERENCE, AND FRAMEWORKS FOR CHANGE
Introduction to Part IV
Elbows Out, Arms Linked: Claiming spaces for feminisms and gender equity in educational action research - Patricia Maguire and Britt-Marie Berge
Students′ Participation in School Change: Action research on the ground - Pat Thomson and Helen Gunter
Community Action and Agency in the Education of Urban Youth - Peter C Murrell Jnr.
Professional Development, Teacher Voice and Knowledge Production
Social-Political Theory in Working with Teachers for Social Justice Schooling - Marie Brennan and Susan E Noffke
Rethinking Action Research: Commonsense and Relations of Freedom - Andrew Gitlin
Participatory Action Research in Latin American Education: A road map to a different part of the world - Eduardo Flores-Kastanis, Juny Montoya-Vargas and Daniel H Suárez
Teacher Development and Political Transformation: Reflections from the South African experience - Maureen Robinson and Crain Soudien
The Impact of Action Research in the Spanish Schools in the Post-Franco Era - Ángel I Pérez Gómez, Miguel Sola Fernandez, Encarnación Soto Gomez and Francisco Murillo Mas
Popular Education and Action Research - Mary Brydon-Miller, Ismail Davids, Namrata Jaitli, M Brinton Lykes, Jean Schensul and Susan Williams
Partnership Action Research for Social Justice: Politics, challenges and possibilities - Lew Zipin and Robert Hattam
Conclusions - Bridget Somekh and Susan E Noffke

About the Author

I have done historical/conceptual work in social studies as well as some analysis of my own practice as a social studies teacher educator, both of these with a particular eye toward issues of anti-racist education. I have recently completed a number of publications reflecting these broad research interests. A natural outgrowth of both the conceptual and field studies has been on the need for a more adequate framework for curriculum history and curriculum development (including that for teacher education) to reflect the diverse segment of American education. I have recently published on participatory action research and worked to facilitate understanding of diversity among pre-service teachers through social and community inquiry assignments. Bridget Somekh is based at Manchester Metropolitan University as well as University of Canterbury.

Reviews

′[I]t is undoubtedly an important and interesting volume′ - ESCalate ′Action research continues to play a major role in democratising educational inquiry. This volume demonstrates why this is the case. It provides a set of articulate and sensitive analyses that deserve a wide readership.′ - Michael W. Apple, John Bascom Professor of Education, University of Wisconsin, US; Madison and World Scholar and Professor of Educational Policy Studies, Institute of Education, University of London, UK