Action Research: some methodological and political considerations

Abstract

Action research enjoys an established position in educational thinking and practice. Feminist theory and praxis has inspired and guided anti-sexist educational policy and practice. However, 'anti-sexist' and 'mainstream' action research in education draw on divergent methodological and political discourses. This is revealed in the sense of distance/difference the two traditions can experience when they encounter each other in the educational community. We might alternatively approach the issues raised in such encounters by considering the contradictory elements built into action research itself. These oppositions mirror the dualism of our accustomed ways of thinking. Some characteristic shortcomings of action research projects result from avoiding rather than confronting these contradictory elements. The problems they entail may be ultimately irresolvable, but they cannot be circumvented if action research is not to become increasingly vulnerable to political 'actionism'.In this paper I want to explore some features of action research by considering the nature of and the reasons for the relative 'distance' between what I would term the mainstream in contrast to anti-sexist educational action research. The discussion is taken up in the first instance through a description of the research, institutional and discourse contexts which prompted my reflections; this is the background for drawing up a typological map of action research. In effect, mainstream and antisexist traditions tend to inhabit, sociologically speaking, structurally different locations on that map. The discussion then moves on to look at problematic issues lying beneath the surface features of action research, a mode of inquiry which in practice is known to be difficult to handle, or 'manage', successfully. This is equally so in both its mainstream and anti-sexist varieties, although published reports are prone to gloss over difficulties. Drawing on feminist analysis, we can expose contradictory elements of the action research mode; these are related to a binary dualism of western-style thinking in which rationality and distance are separated from and opposed to emotionality and engagement. This dualism itself, and the techniques we employ to get around its consequences, contributes to the character-

Ecology and ethics in participatory collaborative action research: an argument for the authentic participation of students in eduational research

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“…The proposal to include students as authentic participants may seem to some to be an insurmountable challenge (Chisholm, 1992). However, there are examples of action researchers who are engaged in a process of including students of all ages as partners in research.…”

“…On one hand, there seems to be a logical and ethical argument for the inclusion of students, but on the other hand there are enormous methodological barriers due to the status of children in western society. Lynne Chisholm (1992) talks about the wide endorsement of symmetrical or democratic relations in research, especially for action research. Bridging the cultural distances of race, gender and class is being attempted optimistically and, at least in principle, seems possible.…”

Methodological implications of Marxian praxis in action research

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Researching Teaching on Gender in Social Work Education: a case study

“…My study was completed too late to Influence the curriculum planning for the forthcoming year, and I had not initially negotiated a feedback session in which we could discuss together how to make use of my findings In future planning. I believe that within the department there was an engagement In a process of critical reflection which Lynne Chisholm (1990) views as characteristic of action research. However, we may also have been guilty of the trap of which she warns, that action research projects can become ends In themselves, and stand for the changes they were originally devised to set in motion.…”