By Bridget Somekh
This booklet provides a clean view of motion study as a strategy uniquely fitted to studying the tactics of innovation and alter. Drawing on twenty-five years' event of best or facilitating motion learn tasks, Bridget Somekh argues that motion study could be a robust systematic intervention, which works past describing, reading and theorizing practices to reconstruct and remodel these practices. The ebook examines motion study into switch in various academic settings, equivalent to faculties and school rooms, collage departments, and a countrywide assessment of know-how in colleges. the hole bankruptcy provides 8 methodological rules and discusses key methodological concerns. the focal point then turns to motion examine in broader contexts comparable to 'southern' international locations, well-being, company and administration, and neighborhood improvement.
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Additional info for Action Research: A Methodology for Change and Development
Political structures and differences rooted in personal experiences both need to be addressed explicitly in action research. Whose interests will be served by the work? What are the hegemonic structures within which it will be carried out? What are the differences in background and experience of the different partners and their client groups? Moreover, my new understandings of the formation and operation of power within organizations and groups, stemming from the work of Foucault and Giddens, has increased my understanding of the complexity of social justice issues.
For Marx, the only way to make workers free was through revolutionary change to replace the oppressive powers of capitalism with a system of common ownership in which all are equal. A Foucauldian analysis of power suggests that agency should as a first step involve deconstructing the discourses and regimes of truth that construct social action and his concept of power as an energy emerging from social interaction perhaps opens up possibilities for action research to move from deconstruction to action.
Teachers have ‘narration sickness’ (Freire 1972: 45) endlessly delivering information to ‘fill’ the heads of their students, whereas genuine education can only be experienced through ‘praxis’, that is combined reflection and action through which the consequences of action ‘become the object of critical reflection’ (Freire 1972: 41). Education needs to be of a different kind to liberate the oppressed, specifically it needs to be ‘problem-posing education’, which is itself ‘the practice of freedom’ (Freire 1972: 52–4).