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This book presents a collection of stories from action research projects in schools and a university. This collection is more than simply an illustration of the scope of action research in education - it shows how projects that differ on a variety of dimensions can raise similar themes, problems and issues. The book begins with theme chapters discussing action research, social justice and partnerships in research. The case study chapters cover topics such as: * school environment - how to make a school a healthier place to be * parents - how to involve them more in decision-making * students as action researchers * a state system - a collaborative effort between university staff and a state education department * gender - how to promote gender equity in schools * improving assessment in the social sciences * staff development planning * doing a PhD through action research * writing up action research projects.
First published in 1986. Routledge is an imprint of Taylor &
Francis, an informa company.
First published in 1986. Routledge is an imprint of Taylor &
Francis, an informa company.
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.
This open access book is the first of a two-volume series focusing
on how people are being enabled or constrained to live well in
today’s world, and how to bring into reality a world worth living
in for all. The chapters offer unique narratives drawing on the
perspectives of diverse groups such as: asylum-seeking and refugee
youth in Australia, Finland, Norway and Scotland; young climate
activists in Finland; Australian Aboriginal students, parents and
community members; families of children who tube feed in Australia;
and international research students in Sweden. The chapters reveal
not just that different groups have different ideas about a world
worth living in, but also show that, through their collaborative
research initiative, the authors and their research participants
were bringing worlds like these into being. The volume extends an
invitation to readers and researchers in education and the social
sciences to consider ways to foster education that realises
transformed selves and transformed worlds: the good for each
person, the good for humankind, and the good for the community of
life on the planet. The book also includes theoretical
chapters providing the background and rationale behind the notion
of education as initiating people into ‘living well in a world
worth living in'. An introductory chapter discusses the origins of
the concept and the phrase.
This book was written to help people understand and transform
education and professional practice. It presents and extends the
theory of practice architectures, and offers a contemporary account
of what practices are composed of and how practices shape and are
shaped by the arrangements with which they are enmeshed in sites of
practice. Through its empirically-based case chapters, the book
demonstrates how the theory of practice architectures can be used
as a theoretical, analytical, and transformational resource to
generate insights that have important implications for practice,
theory, policy, and research in education and professional
practice. These insights relate to how practices are shaped by
arrangements (and other practices) present in specific sites of
practice, including early childhood education settings, schools,
adult education, and workplaces. They also relate to how practices
create distinctive intersubjective spaces, so that people encounter
one another in particular ways (a) in particular semantic spaces,
(b) that are realised in particular locations and durations in
physical space-time, and (c) in particular social spaces. By
applying such insights, readers can work towards changing practices
by transforming the practice architectures that make them possible.
This textbook shows how people can and do transform the world
through transforming their practices and the practice architectures
that shape them, and contributes to contemporary practice theory.
It provides an authoritative, comprehensive, and contemporary
account of the theory of practice architectures, illustrated
through examples drawn from years of research by participants in
the Pedagogy, Education, and Praxis international research network
from Australia, New Zealand, Finland, Norway, Sweden, the
Netherlands, Colombia, and the Caribbean. Its content provides a
variety of resources for researchers who are new to research using
the theory of practice architectures. It includes tables to assist
with the analysis of practices, and provides clear examples to aid
understanding and application. This textbook provides readers with
a thorough grounding in the theory and ways the theory of practice
architectures has been used in investigations of social and
educational practice.
This book aims to help teachers and those who support them to
re-imagine the work of teaching, learning and leading. In
particular, it shows how transformations of educational practice
depend on complementary transformations in classroom-school- and
system-level organisational cultures, resourcing and politics. It
argues that transforming education requires more than professional
development to transform teachers; it also calls for fundamental
changes in learning and leading practices, which in turn means
reshaping organisations that support teachers and teaching -
organisational cultures, the resources organisations provide and
distribute, and the relationships that connect people with one
another in organisations. The book is based on findings from new
research being conducted by the authors - the research team for the
(2010-2012) Australian Research Council-funded Discovery Project
Leading and Learning: Developing Ecologies of Educational Practice.
The movement to take educational research out of the confines of
academia and direct research projects into the settings where the
knowledge is to be applied has resulted in a new approach to the
investigation of teaching and learning. Action research projects
have been at work in schools and universities for almost ten years
now, thoroughly examining and often radically changing the
environments in which teaching and learning take place.
This book presents a collection of stories describing action
research projects in action in schools and a university, showing
how projects that have differed in a variety of dimensions reveal
similar underlying issues, problems and themes. With an emphasis on
the topic of social justice and partnership, "Action Research in
Practice" reveals, through case studies and sustained, thorough
analysis, how educational research can be transformative in its
very practice, as well as in the practices it recommends.
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.
This open access book is the first of a two-volume series focusing
on how people are being enabled or constrained to live well in
today’s world, and how to bring into reality a world worth living
in for all. The chapters offer unique narratives drawing on the
perspectives of diverse groups such as: asylum-seeking and refugee
youth in Australia, Finland, Norway and Scotland; young climate
activists in Finland; Australian Aboriginal students, parents and
community members; families of children who tube feed in Australia;
and international research students in Sweden. The chapters reveal
not just that different groups have different ideas about a world
worth living in, but also show that, through their collaborative
research initiative, the authors and their research participants
were bringing worlds like these into being. The volume extends an
invitation to readers and researchers in education and the social
sciences to consider ways to foster education that realises
transformed selves and transformed worlds: the good for each
person, the good for humankind, and the good for the community of
life on the planet. The book also includes theoretical
chapters providing the background and rationale behind the notion
of education as initiating people into ‘living well in a world
worth living in'. An introductory chapter discusses the origins of
the concept and the phrase.
This book was written to help people understand and transform
education and professional practice. It presents and extends the
theory of practice architectures, and offers a contemporary account
of what practices are composed of and how practices shape and are
shaped by the arrangements with which they are enmeshed in sites of
practice. Through its empirically-based case chapters, the book
demonstrates how the theory of practice architectures can be used
as a theoretical, analytical, and transformational resource to
generate insights that have important implications for practice,
theory, policy, and research in education and professional
practice. These insights relate to how practices are shaped by
arrangements (and other practices) present in specific sites of
practice, including early childhood education settings, schools,
adult education, and workplaces. They also relate to how practices
create distinctive intersubjective spaces, so that people encounter
one another in particular ways (a) in particular semantic spaces,
(b) that are realised in particular locations and durations in
physical space-time, and (c) in particular social spaces. By
applying such insights, readers can work towards changing practices
by transforming the practice architectures that make them possible.
This short book provides an introduction to the study of education,
outlining the dual purpose of education - to help people live well
and to help develop a world worth living in. It argues that
education initiates people into forms of understanding, modes of
activity, and ways of relating to each other and the world that not
only help individuals to live good lives, but also help secure a
culture based on reason, productive and sustainable economies and
environments, and just and democratic societies. Subsequent
chapters address the history of education in the West; explore how
education reproduces the practices and forms of life in societies
and groups, and also how it transforms them; and introduce the
theory of practice architectures to explain what practices are
composed of, and how they are enabled and constrained by local and
more general conditions and circumstances. The book closes by
showing how the theory of practice architectures unfolds to offer a
theory of education - a theory that underpins the definition of
education offered at the start of the book. Understanding Education
is essential reading for anyone interested in the theory and
practice of education.
This book aims to help teachers and those who support them to
re-imagine the work of teaching, learning and leading. In
particular, it shows how transformations of educational practice
depend on complementary transformations in classroom-school- and
system-level organisational cultures, resourcing and politics. It
argues that transforming education requires more than professional
development to transform teachers; it also calls for fundamental
changes in learning and leading practices, which in turn means
reshaping organisations that support teachers and teaching -
organisational cultures, the resources organisations provide and
distribute, and the relationships that connect people with one
another in organisations. The book is based on findings from new
research being conducted by the authors - the research team for the
(2010-2012) Australian Research Council-funded Discovery Project
Leading and Learning: Developing Ecologies of Educational Practice.
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