Rethinking researcher–teacher roles and relationships in educational action research through the use of Nel Noddings’ethics of care

Abstract

Action research approaches have evolved out of a criticism of previous research traditions, where teachers have been seen as research objects, at risk of being marginalized. Such approaches have also arisen out of the view that teaching, learning, and educational research are interrelated. In action research, teachers are seen as professionals, raising their status to subjects, conducting own research. The research is carried out with or by people rather than on someone, which changes the roles and relationships. Ethical dilemmas can arise, especially evident in action research, where the distinctions between researcher and researched are blurred or removed altogether. This paper aims to explore the changing roles and relationships between researchers and teachers in action research through a philosophical analysis based on the writings of Nel Noddings, especially the concept of ethics of care. The analysis creates an opportunity for a rethinking of researcherteacher roles, focusing on responsibility and knowledge as well as reciprocity and communication. Based on the author's own action research experiences, various dilemmas are discussed. Obstacles to and opportunities for developing caring relationships between researchers and teachers will also be highlighted. The implications of the study include valuing both researcher and teacher expertise and learning to understand each other's perspectives as well as giving tailored care. It is also vital to find strategies to contextualize and enact these views and beliefs within the researcher-teacher relationship. Neither researchers nor teachers will have total control over the process, as they stay open to each other's perspectives and needs based on a caring relationship.

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“…It is thus not surprising that they transferred this perspective to our situation where they saw themselves as the learners, and the principal, the departmental official, and me as the experts. Although asymmetrical communication is not uncommon in traditional approaches to research (Bergmark, 2020), it is, of course, the antithesis of what PALAR and other forms of CBR espouse.…”