A fully-updated and reworked version of the classic book by Stephen Kemmis and Robin McTaggart, now joined by Rhonda Nixon, __The Action Research Planner__ is a detailed guide to developing and conducting a critical participatory action research project. The authors outline new views on ‘participation’ (based on Jürgen Habermas’s notion of a ‘public sphere’), ‘practice’ (as shaped by practice architectures), and ‘research’ (as research within practice traditions). They provide five extended examples of critical participatory action research studies. The book includes a range of resources for people planning a critical participatory research initiative, providing guidance on how to establish an action research group and identify a shared concern, research ethics, principles of procedure for action researchers, protocols for collaborative work, keeping a journal, gathering evidence, reporting, and choosing academic partners.
Unlike earlier editions, __The Action Research Planner__ focuses specifically on critical participatory action research, which occupies a particular (critical) niche in the action research 'family'.
__The Action Research Planner__ is an essential guide to planning and undertaking this type of research.

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lgli/D:\HDD4\!genesis\SPR_NEW_2013-12\bok%3A978-981-4560-67-2.pdf

lgli/10.1007/978-981-4560-67-2.pdf

nexusstc/The Action Research Planner: Doing Critical Participatory Action Research/1c6181cf02733c8861d6c6ff65db0f7f.pdf

scihub/10.1007/978-981-4560-67-2.pdf

Kemmis, Stephen, McTaggart, Robin, Nixon, Rhonda

Adobe InDesign CS5.5 (7.5)

Springer Science + Business Media Singapore Pte Ltd

Springer Singapore, Imprint: Springer

Springer London, Limited

Singapore, Singapore

Singapore, 2014

2014, PT, 2013

Nov 27, 2013

sm22963307

producers:
Adobe PDF Library 9.9

{"edition":"1","isbns":["2013951822","9789814560665","9789814560672","9814560669","9814560677"],"last_page":200,"publisher":"Springer"}

Source title: The Action Research Planner: Doing Critical Participatory Action Research

Contents 5
List of Figures 9
List of Tables 10
Chapter 1 11
Introducing Critical Participatory Action Research 11
Why We Wrote this Book 11
The Changing Field of Action Research 14
The Things Only Participatory Research Can Do 14
An Example: Recycling at Braxton High School, Canada 17
Action Research History: Different Kinds, Foci and Purposes of Action Research 18
Different Kinds of Action Research 18
Changing foci of Action Research in Education 22
Different Purposes of Action Research 24
Critical Participatory Action Research as a Disciplined Way of Making Change 28
The People who Typically Conduct Critical Participatory Action Research 31
An Example in Education 33
Blurring Boundaries: Theorists and Practitioners, Researchers and Practitioners 35
Critical Participatory Action Research as a Practice-Changing Practice 36
References 38
Chapter 2 42
A New View of Participation: Participation in Public Spheres 42
Participation in Communication 42
Communicative Action and Communicative Space 43
Ten Key Features of Public Spheres: Comments for Critical Participatory Action Researchers 46
Conclusion: ‘Participation’ in Critical Participatory Action Research is Participation in Public Spheres 57
References 58
Chapter 3 59
A New View of Practice: Practices Held in Place by Practice Architectures 59
Defining Practice 59
Practices and Practice Architectures 61
Practices and Practice Architectures in Critical Participatory Action Research 67
Critical Participatory Action Research as a Practice-Changing Practice 71
References 74
Chapter 4 75
A New View of Research: Research Within Practice Traditions 75
What’s Critical about Critical Participatory Action Research? 75
Research Perspectives in Critical Participatory Action Research 78
Critical Participatory Action Research as a Kind of Research 81
Researching Practice from within Practice Traditions 84
Using the Practice Architectures Analysis Table to Find a Felt Concern that will be the Focus of a Critical Participatory Action Research Initiative 88
References 91
Chapter 5 92
Doing Critical Participatory Action Research: The ‘Planner’ Part 92
Practising Critical Participatory Action Research 92
Critical Participatory Action Research in Education: Are Our Practices Educational? 94
Reconnaissance 96
Opening Communicative Space—Establishing a Public Sphere 97
Dialogues Between System and Lifeworld, Strategic Action and Communicative Action 99
Questions to Identify a Shared Felt Concern in Relation to Our Practices and What Holds Our Practices in Place 102
An Initial Statement About What you Intend to Do 105
Planning 107
Changing Practices and Practice Architectures 109
The Product of Planning—A Collective Rationale and Plan for Change 110
Enacting the Plan and Observing How it Works 112
Enacting and Observing: The Product 114
Reflection 115
Reflection: The Product 119
The Spiral of Cycles of Self-Reflection 119
References 121
Chapter 6 122
Examples of Critical Participatory Action Research 122
Example 1: The Recycling Project at Braxton High School, Canada 122
Determining Issues of Importance to Students Through Focus Groups 122
Analysing and Interpreting Students’ Felt Concerns 123
Focusing on Students’ Concerns About the Environment 123
Shaping Projects with Volunteer Teachers 123
Administering a Survey to Determine Whether Recycling Habits were Problematic 124
Purchasing and Publicizing Recycling Bins 125
Monitoring Recycling Habits and Meeting to Discuss what to do Next 125
Pooling Ideas to Solve Problems 126
Presenting Findings, and Re-Energizing the Group 126
Getting Involved with Other Students and Teachers to Keep Momentum 126
Example 2: The Self-Directed Learning Project at Grace Elementary School, Canada 127
Determining How to Begin 128
Gathering Students’ Feedback 129
Analysing Students’ Feedback 129
Responding to Students’ Feedback Involves Many People 129
Keeping Virtual Journals to Report Back to the Community 130
Shaping Self-Directed Learning Time by Visiting Another School 130
Living Self-Directed Learning Time 131
Addressing Tensions Between Project-Based Learning and Test-Focused Understandings of Learning 131
Reflecting on the Value of Self-Directed Learning 132
Example 3: The Graphic Novel Project at Joseph Junior High School, Canada 132
Gathering Student Feedback 133
Analysing Students’ Feedback with Students 133
Planning and Learning About Visual and Digital Texts with Students 134
Reflecting on the Value of Multimodal (Print, Visual, Digital) Explorations with Students 134
Example 4: The Teacher Talk Project in an Australian University 134
Example 5: The Yirrkala Ganma Education Project: Critical Participatory Action Research in an Indigenous Community 142
The Concept of Ganma 145
Ganma Education And The Practice Of Critical Participatory Action Research 148
Conclusion 153
References 154
Chapter 7 156
Resources for Critical Participatory Action Researchers 156
Resource 1: Creating a Public Sphere and Identifying a Shared Felt Concern 156
Identifying Educational Legitimation Deficits 159
Identifying More General Legitimation Deficits 160
Resource 2: Some Notes on Research Ethics for Critical Participatory Action Researchers 165
General Principles of Research Ethics: Respecting Persons, Avoiding Harm, Justice and Beneficence 166
Informed Consent and Assent 167
Dependent Relationships 169
Confidentiality and Anonymity 170
Mutual Trust and Mutual Vulnerability 171
Additional Reading 174
Resource 3: Critical Participatory Action Research Group Protocols: Ethical Agreements for Participation in Public Spheres 175
Resource 4: Principles of Procedure for Action Researchers 179
Establish Working Rules for the Collaborating Group: 179
Observe Protocol 179
Involve Participants 180
Negotiate with Those Affected 180
Report Progress 180
Obtain Explicit Authorisation before You Observe 180
Negotiate Descriptions of People’s Work and Accounts of Others’ Points of View 180
Negotiate Reports for Various Levels of Release 181
Accept Responsibility for Maintaining Confidentiality 181
Retain the Right to Report Your Work 181
Make Your Principles of Procedure Binding and Known 181
Resource 5: Keeping a Journal 182
Resource 6: Gathering Evidence, Documenting 183
Some Cautionary Notes 193
Resource 7: Reporting: For Yourself and Others 194
Reporting Action Research Undertaken as Part of a Course of Study 195
Resource 8: Choosing an Academic Partner to Work with a Critical Participatory Action Research Initiative 196
References 199
Index 201

This is a detailed guide to developing and conducting a critical participatory action research project. The authors outline new views on participation, practice and research. They provide five extended examples of critical participatory action research studies. The book includes a range of resources for people planning a critical participatory research initiative, providing guidance on how to establish an action research group and identify a shared concern, research ethics, principles of procedure for action researchers, protocols for collaborative work, keeping a journal, gathering evidence, reporting, and choosing academic partners. This book focuses specifically on critical participatory action research, which occupies a particular critical niche in the action research family. This is an essential guide to planning and undertaking this type of research

Front Matter....Pages i-xi
Introducing Critical Participatory Action Research....Pages 1-31
A New View of Participation: Participation in Public Spheres....Pages 33-49
A New View of Practice: Practices Held in Place by Practice Architectures....Pages 51-66
A New View of Research: Research Within Practice Traditions....Pages 67-83
Doing Critical Participatory Action Research: The ‘Planner’ Part....Pages 85-114
Examples of Critical Participatory Action Research....Pages 115-148
Resources for Critical Participatory Action Researchers....Pages 149-193
Back Matter....Pages 195-200

2014-01-18