Becoming Critical: Education Knowledge and Action Research

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Routledge, Sep 2, 2003 - Education - 260 pages
First 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.


Section 1
Section 2
Section 3
Section 4
Section 5
Section 6
Section 7
Section 8
Section 15
Section 16
Section 17
Section 18
Section 19
Section 20
Section 21
Section 22

Section 9
Section 10
Section 11
Section 12
Section 13
Section 14
Section 23
Section 24
Section 25
Section 26
Section 27

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About the author (2003)

Wilfred Carr School of Education University College of North Wales. Stephen Kemmis School of Education Deakin University.

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