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 activity actors aims approach to educational argued arguments beliefs Chapter claims classroom collaborative commitment communities of action conception concerned constraints context critical educational science critical social science critical theory curriculum research Deakin University discourse educational action research educational practice educational problems educational research educational situations educational theory emancipatory action research enquiry epistemology example explanandum explanations framework Frankfurt School Geelong Habermas Habermas’s hermeneutic historical human ideas ideology improvement individuals institutions interest interpretive approach interpretive social science involved kind knowledge language learning London means methods nature O’CONNOR objective observations paradigm participants particular perspective philosophy philosophy of science phronesis political positivism positivist praxis produced professional purpose questions rational reflection relationship requires role scientific self-reflection self-understandings sense social reality society strategies structure task teachers teaching technical theoretical theorists theory and practice transform understandings and situations values view of educational