Becoming Critical: Education Knowledge and Action ResearchFirst published in 1986. There is now a growing movement to extend the professionalism of teachers by providing them with greater opportunities to engage in curriculum theorizing and educational research. The purpose of this book is to offer a rationale by outlining a philosophical justification for the view that teachers have a special role as researchers and that the most plausible way to construe educational research is as a form of critical social science. |
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Becoming Critical: Education Knowledge and Action Research Wilfred Carr,Stephen Kemmis Limited preview - 2003 |
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achieve acritical activities aims andthe assumptions bythe canbe chapter classroom collaborative communities of action concepts concerned constraints context critical educational science critical social science critical theory curriculum research Deakin University decisionmaking dialectical discourse educational action research educational practice educational problems educational research educational situations educational theory educationalpractice educationalresearch educationaltheory emancipatory enlightenment enquiry epistemological example explanandum explanation Falmer forexample formsof framework fromthe Geelong groups Habermas Habermas’s hermeneutic ideology individuals interests interpretive approach inthe involved inwhich isan itis Kegan Paul knowledge London means methods O’CONNOR objective observations ofeducational ofsocial ofthe oftheir onthe organization paradigm participants particular perspective philosophy Philosophy of Education phronesis positivism positivist practitioners praxis produced professional questions rational reality reflection relationship requires role Routledge and Kegan scientific self selfreflection selfunderstandings structures teachers teaching technical thatit thatthe theoretical theory and practice theoryand thesocial tobe tothe transform understanding University Press values withthe