Becoming Critical: Education, Knowledge, and Action ResearchProduced for units ECT432, ECT732, EAE430, ECT632 (Action research in curriculum) offered by the Faculty of Education in Deakin University's Open Campus Program. |
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Page 53
... transform the manner in which teachers ' existing values and beliefs were held . The practical purpose of this kind of educational theory was to transform unconsidered and unexamined modes of thought and practice into thoughtful and ...
... transform the manner in which teachers ' existing values and beliefs were held . The practical purpose of this kind of educational theory was to transform unconsidered and unexamined modes of thought and practice into thoughtful and ...
Page 161
... transform- ing the thinking of practitioners but also , and simultaneously , by its contribution to the transformation of education itself . For educational researchers who remain outside the educational contexts being studied , this ...
... transform- ing the thinking of practitioners but also , and simultaneously , by its contribution to the transformation of education itself . For educational researchers who remain outside the educational contexts being studied , this ...
Page 193
... transformed by transformation of these practices . To transform the ideology of our present society , characterized by forms of work which do not provide access for all to an interesting and satisfying life , forms of communica- tion ...
... transformed by transformation of these practices . To transform the ideology of our present society , characterized by forms of work which do not provide access for all to an interesting and satisfying life , forms of communica- tion ...
Contents
Further Reading | 7 |
55555 | 51 |
The Positivist Approach to the Problem of Theory and Practice | 61 |
Copyright | |
9 other sections not shown
Other editions - View all
Becoming Critical: Education Knowledge and Action Research Wilfred Carr,Stephen Kemmis Limited preview - 2003 |
Becoming Critical: Education Knowledge and Action Research Wilfred Carr,Stephen Kemmis Limited preview - 2003 |
Common terms and phrases
achieve activity actors aims approach to educational argued beliefs Chapter claims classroom collaborative commitment communities of action concepts concerned constraints context critical educational science critical social science critical theory curriculum research Deakin University discourse educa educational action research educational practice educational problems educational research educational situations educational theory emancipatory action research enquiry epistemology example explanandum explanations framework Frankfurt School Geelong Habermas Habermas's hermeneutic historical human ideas ideology improvement individuals institutions interest interpretive approach involved kind knowledge language learning London means methods nature objective observations paradigm participants particular perspective philosophy Philosophy of Education philosophy of science phronesis political positivism positivist praxis produced professional purpose questions rational reflection relationship requires role Routledge and Kegan scientific self-reflection sense social reality society strategies structure task teachers teaching technical theoretical theorists theory and practice tional tions transform values view of educational