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. |
From inside the book
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... individual and the collective levels. Individually, professionals make independent decisions about which particular course of action to adopt in any particular situation. Collectively, professionals have the right to determine the sort of.
... individual and the collective levels. Individually, professionals make independent decisions about which particular course of action to adopt in any particular situation. Collectively, professionals have the right to determine the sort of.
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... the broader educational context within which they operate; that is, professional autonomy must be regarded as a collective, as well as an individual matter. Thirdly, the professional responsibilities of the teacher must be extended.
... the broader educational context within which they operate; that is, professional autonomy must be regarded as a collective, as well as an individual matter. Thirdly, the professional responsibilities of the teacher must be extended.
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... for the good society were already present in American political structures ; individuals rather than ideas differed in the strivings for development . New Deal politics now seemed dangerously left - wing , and some of the.
... for the good society were already present in American political structures ; individuals rather than ideas differed in the strivings for development . New Deal politics now seemed dangerously left - wing , and some of the.
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... individual teacher and the school. The rationale for the teacheras- researcher approach was individualistic; the rationale for schoolbased curriculum development collectivist. 16 At the time, the distinction could unheeded: both points ...
... individual teacher and the school. The rationale for the teacheras- researcher approach was individualistic; the rationale for schoolbased curriculum development collectivist. 16 At the time, the distinction could unheeded: both points ...
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... Individual studies often fail to make their general theoretical frameworks clear, and the student of curriculum is left with the uneasy feeling that the different foci of different studies simply fail to relate either to a consistent ...
... Individual studies often fail to make their general theoretical frameworks clear, and the student of curriculum is left with the uneasy feeling that the different foci of different studies simply fail to relate either to a consistent ...
Other editions - View all
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