Let us confess that the schools have never built a new social order, but have always in all times and in all lands been the instruments through which social forces were perpetuated. If our new curriculum revision is to do better, it must undertake an acceptance of the profound social and economic changes which are now taking place in the world. (Horace Mann Bond, 'The curriculum and the Negro child' , 1935: 68

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This chapter examines and explores the potential of action research to enhance social justice in education. It discusses different approaches and practices within the field of education in relation to epistemologies and principles underlying research for social justice. Implicit in many characterizations of action research is the potential to work for justice-in small-scale projects or for larger social and educational ends. At the same time, disquiet has been expressed by many action researchers about the co-option of action research for merely instrumental ends, or for purposes of social control rather than of social justice. The chapter addresses the question: when and how far is action research coherent with aims for social justice? Action Research and Politically Committed Research Arguments rage over the issue of politics in action research. The term 'politics' here means a concern with power relations, decision making and action in large-or smallscale social worlds. Thus a concern for social justice is a political one. All sides claim the moral high ground. There are those who would see particular kinds of politics as basic to good action research, and others who would not want their research to be political at all. I myself take the position that all research which enhances social justice is to be welcomed, and indeed that it is a moral and/or political obligation for action researchers at some (but not all) points in their action research careers.

This article describes a portion of a long-term, action-research project investigating the teaching of an elementary social studies methods course for preservice teachers from a social justice framework. Other major foci for the course are integrated with topics related specifically to social studies teaching and learning: cultural diversity, an inquiry orientation to teaching, and teaching for social justice. The authors describe and analyze the community and social inquiry assignments used to develop the concepts of marginalization and privilege within the course. By examining their students’ developing understanding of marginality, the authors address particular aspects of assignments that seemed to facilitate and hinder this development, offering new understandings of their own practice as teacher educators for social justice. They frame their ongoing agenda for action research to develop learning experiences designed to promote political understanding among preservice teachers as rooted in the fight for social justice and offer suggestions for other teacher educators working to prepare teachers to teach for positive social change.

Over the past two decades action research has once again grown in acceptance and visibility. Yet along with this has come great diversity in interpretations of the term, some involving minor contextual modifications, other signalling contradictory aims. Historical and recent developments both within and outside of the academy are analyzed for their tensions and dilemmas. Areas for further exploration are addressed, especially in professional development, pedagogical and curriculum reform, as well as articulation to wider efforts for social change. Developments in action research, it is argued, must consider issues emergent from a wide range of areas such as women's studies, community development, and management, if their potentials are to be realized.