Journal of Research in Science Teaching Volume 34 Issue 7 1997 [Doi 10.1002_(Sici)1098-2736(199709)34!7!669--Aid-tea1-3.0.Co;2-k] William C. Kyle; Jr. -- Editorial- Action Resear

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EDITORIAL

Action Research

I wish to bring to your attention three edited books that focus upon recent advances

in action research (Hollingsworth, 1997; OHanlon, 1996; Zuber-Skerritt, 1996). In its

broadest sense, action research refers to research conducted in a field setting with those

actually involved in that field. Action research is part of a long tradition among grass-

roots activists to seek mutually constitutive relationships between research and socialchange. Action research differs from traditional empiricalanalytic and interpretive re-

search in both its dynamism and its continuity with an emergent practice.

Sandra Hollingsworths collection of articles offers an understanding of action re-

search as a research methodology and offers insights into the political work of action re-

search. The articles address the theoretical and practical dimensions of action research. A

collection of case studies demonstrates how action research has been applied in various

settings for the purpose of taking action towards bringing about change. Thus, action re-

search is viewed from the perspective of socially transforming organizations of all types.

In fact, Hursh (in Hollingsworth) states that action research can be used to develop and

refine theories and practices that develop critical citizens who actively engage in under-standing and changing the world (p. 125). Collectively, the articles in this edited volume

demonstrate that theory/practice/knowledge/ and action are dialectically related.

Christine OHanlon offers an international perspective on the role of action re-

search in professional development in educational contexts. Herein, the collection of

articles affirms the position of action research as a process for transformational prac-

tice in professional development. Several authors adhere to a notion that theoretically

informed action research can contribute to the development of teachersin schools and

universitiesas flexible, critical, and reflective practitioners. Authors consider such is-

sues as how to facilitate moving from personal development and reflection to collec-

tive political action (i.e., political responsibility and social transformation) and how au-

thentic participation is possible when teachers lack the social and political power to

define the terms and nature of participation under structural conditions of inequality.

Posch (in OHanlon) emphasizes that the prevalent culture of teaching and learning is

still attuned to a relatively static society. He notes that the culture of teaching and learn-

ing, however, will need to change to reflect the social changes. Thus, as the concept of

learning is extended, there will likely be more opportunities for teachers (and students

alike) to engage in collaborative reflection on action and communication about the

knowledge that has been generated.

JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 34, NO. 7, PP. 669671 (1997)

1997 John Wiley & Sons, Inc. CCC 0022-4308/97/070669-03



Ortrun Zuber-Skerritt brings together leading action researchers who have critical-

ly reflected on their theory and practice with a focus on emancipatory or critical action

research. Borrowing from Carr and Kemmis (1986) explicit link to the critical theory

of Habermas emancipatory knowledge-constitutive interest, Zuber-Skerritt states that

action research is emancipatory when it aims not only at technical and practical im-provement and the participants better understanding, along with transformation and

change within the existing boundaries and conditions, but also at changing the system

itself or those conditions which impede desired improvement in the system/organiza-

tion (p. 5). She asserts that action research also aims at the participants empowerment

and self-confidence about their ability to create grounded theory (see Glaser &

Strauss, 1967).

Based upon the purpose(s) of the research project, the political and epistemologi-

cal perspectives of action research vary widely. Some projects focus upon personal and

professional growth and development, others upon collective action and organization-

al change, while other projects may have a social justice or emancipatory focus. Kem-

mis and McTaggart (1988) state that:

Action research is a form of collective self-reflective enquiry undertaken by par-

ticipants in social situations in order to improve the rationality and justice of their

own social or educational practices, as well as their understanding of these prac-

tices and the situations in which these practices are carried out. . . . The approach

is only action research when it is collaborative, though it is important to realise

that the action research of the group is achieved through the critically examined

action of individual group members. (pp. 56)

Regardless of project focus, when viewed from a wider lens, all forms of action re-

search are political. Through a recognition of the personal and professional engagement

of individual and collective efforts, the focus is placed upon understanding action in

action research. Thus, action research is evaluated in terms of both its knowledge pro-

duction and ability to improve the human condition. In the context of our rapidly chang-

ing society, I believe action research will become increasingly more important as we

strive to address the educational and sociocultural imperatives associated with teaching

and learning.

William C. Kyle, Jr.

Editor

References

Carr, W., & Kemmis, S. (1986).Becoming critical: Education, knowledge, and ac-

tion research. Philadelphia: Falmer Press.

Glaser, B.G., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies

for qualitative research. New York: Aldine de Gruyter.

Hollingsworth, S. (Ed.). (1997).International action research: A casebook for edu-

cational reform. Washington, D.C.: Falmer Press.

670 KYLE



Kemmis, S., & McTaggart, R. (Eds.). (1988). The action research planner. Gee-

long, Victoria, B.C., Canada: Deakin University Press.

OHanlon, C. (Ed.). (1996). Professional development through action research in

educational settings. Washington, D.C.: Falmer Press.

Zuber-Skerritt, O. (Ed.). (1996). New directions in action research. Washington,D.C.: Falmer Press.

EDITORIAL 671

Documents

Journal of Research in Science Teaching Volume 34 Issue 7 1997 [Doi 10.1002_(Sici)1098-2736(199709)34!7!669--Aid-tea1-3.0.Co;2-k] William C. Kyle; Jr. -- Editorial- Action Resear