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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... educational theory , research and practice - is tackled in Chapter 1 by trying to reveal something of the diversity ... approach - and examining how they have affected the conduct of educational enquiry and research . Chapter 2 ...
... educational theory , research and practice - is tackled in Chapter 1 by trying to reveal something of the diversity ... approach - and examining how they have affected the conduct of educational enquiry and research . Chapter 2 ...
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... education. These arguments provide a point of departure for the critical consideration, in Chapter 3, of the idea of an 'interpretive' approach to educational research. The third task, concerning teacher professionalism and research, is ...
... education. These arguments provide a point of departure for the critical consideration, in Chapter 3, of the idea of an 'interpretive' approach to educational research. The third task, concerning teacher professionalism and research, is ...
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... educational research fulfils the general aspirations of a critical educational science to 'name those for whom it is ... education. The participatory democratic approach of collaborative action research gives form and substance.
... educational research fulfils the general aspirations of a critical educational science to 'name those for whom it is ... education. The participatory democratic approach of collaborative action research gives form and substance.
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Education Knowledge and Action Research Wilfred Carr, Stephen Kemmis. In much more recent times , grand ... Approach After the ' grand theory ' tradition , the study of education began to become more specialized . Psychology ...
Education Knowledge and Action Research Wilfred Carr, Stephen Kemmis. In much more recent times , grand ... Approach After the ' grand theory ' tradition , the study of education began to become more specialized . Psychology ...
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... teaching and learning in schools . 4 Out of this fragmentation , the foundations approach to the study of education emerged . The rapidly developing specialisms needed to be focused on the life of education , but each specialist domain ...
... teaching and learning in schools . 4 Out of this fragmentation , the foundations approach to the study of education emerged . The rapidly developing specialisms needed to be focused on the life of education , but each specialist domain ...
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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 classroom collaborative commitment communities of action concepts concerned constraints context critical educational science critical social science critical theory curriculum research Deakin University dialectical discourse educational action research educational practice educational problems educational research educational situations educational theory emancipatory action research enquiry epistemology evaluation example explanandum explanations Falmer framework Frankfurt School Geelong Habermas hermeneutic historical human ideas ideology improvement individuals institutions interest interpretive approach involved Kegan Paul KEMMIS kind knowledge 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 transform understandings and situations values view of educational