The Action Research Planner

<p>1.   Introducing critical participatory action research<br>Why we wrote this book<br>The changing field of action research<br>   The things only participatory research can do<br>An example: Recycling at Braxton High School, Canada<br>Action research history: different kinds, foci and purposes of action research<br>   Different kinds of action research<br>   Changing foci of action research in education<br>   Different purposes of action research<br>Critical participatory action research as a disciplined way of making change<br>The people who typically conduct critical participatory action research<br>   An example in education<br>Blurring boundaries: theorists and practitioners, researchers and practitioners<br>Critical participatory action research as a practice-changing practice<br>References</p><p>2.   A new view of participation: Participation in public spheres<br>Participation in communication<br>Communicative action and communicative space<br>Ten key features of public spheres: Comments for critical participatory action researchers Conclusion: ‘Participation’ in critical participatory action research is participation in public spheres<br>References</p><p>3.   A new view of practice:  Practices held in place by practice architectures<br>Defining practice<br>Practices and practice architectures<br>Practices and practice architectures in critical participatory action research<br>   Critical participatory action research as a practice-changing practice<br>References</p><p>4.   A new view of research: Research within practice traditions<br>What’s critical about critical participatory action research? <br>Research perspectives in critical participatory action research<br>Critical participatory action research as a kind of research<br>Researching practice from within practice traditions<br>Using the practice architectures analysis table to find a felt concern that will be the focus of a critical participatory action research initiative<br>References</p><p>5.   Doing critical participatory action research: The ‘planner’ part<br>Practising critical participatory action research<br>   Critical participatory action research in education: Are our practices educational? <br>   Reconnaissance<br>   Opening communicative space – establishing a public sphere<br>Dialogues between system and lifeworld, strategic action and communicative action<br>   Questions to identify a shared felt concern in relation to our practices and what holds our practices in place<br>   An initial statement about what you intend to do<br>Planning<br>   Changing practices and practice architectures<br>   The product of planning — a collective rationale and plan for change<br>Enacting the plan and observing how it works<br>   Enacting and observing: The product<br>Reflection<br>   Reflection: The product<br>The spiral of cycles of self-reflection<br>References</p><p>6.   Examples of critical participatory action research<br>Example 1: The recycling project at Braxton High School, Canada<br>Example 2: The self-directed learning project at Grace Elementary School, Canada<br>Example 3: The graphic novel project at Joseph Junior High School, Canada<br>Example 4: The Teacher Talk project in an Australian university<br>Example 5: The Yirrkala Ganma education project: Critical participatory action research in an Indigenous community<br>   The concept of Ganma<br>   Ganma education and the practice of critical participatory action research<br />   ConclusionReferences</p><p>7.   Resources for critical participatory action researchers<br>Resource 1: Creating a public sphere and identifying a shared felt concern<br>   Identifying educational legitimation deficits<br>   Identifying more general legitimation deficits<br>Resource 2: Some notes on research ethics for critical participatory action researchers<br>   General principles of research ethics: respecting persons, avoiding harm, justice and beneficence<br>   Informed consent and assent<br>   Dependent relationships<br>   Confidentiality and anonymity<br>   Mutual trust and mutual vulnerability<br>   Additional reading<br>Resource 3: Critical participatory action research group protocols: Ethical agreements for participation in public spheres Resource 4: Principles of procedure for action researchers<br>Resource 5: Keeping a journal<br>Resource 6: Gathering evidence, documenting<br>   (1) Diaries, journals, logs, and blogs<br>   (2) Written records: field notes, anecdotal or running records, event sampling<br>   (3) Interviews<br>   (4) Audio and video recording, and photographs<br>   (5) Dataplay and fotonovela<br>   (6) Document analysis<br>   (7) Questionnaires and surveys<br>   (8) Interaction schedules and checklists<br>   (9) Student work samples and assessment tasks<br>   Some cautionary notes<br>Resource 7: Reporting: For yourself and others<br>   Reporting action research undertaken as part of a course of study<br>Resource 8: Choosing an academic partner to work with a critical participatory action research initiative<br>References</p><p>Index             </p>