The Palgrave International Handbook of Action Research offers a vivid portrait of both theoretical perspectives and practical action research activity and related benefits around the globe, while attending to the cultural, political, social, historical and ecological contexts that localize, shape and characterize action research. Consisting of teachers, youth workers, counselors, nurses, community developers, artists, ecologists, farmers, settlement-dwellers, students, professors and intellectual-activists on every continent and at every edge of the globe, the movement sustained and inspired by this community was born of the efforts of intellectual-activists in the mid-twentieth century specifically: Orlando Fals Borda, Paulo Freire, Myles Horton, Kurt Lewin. Cross-national issues of networking, as well as the challenges, tensions, and issues associated with the transformative power of action research are explored from multiple perspectives providing unique contributions to our understanding of what it means to do action research and to be an action researcher. This handbook sets a global action research agenda and map for readers to consider as they embark on new projects.

Lonnie L. Rowell is Associate Professor of Counseling in the School of Leadership and Education Sciences at the University of San Diego, USA. He is an Editor for Educational Action Research and was Founding Chair of the Action Research Network of the Americas.

Joseph M. Shosh is Professor and Chair of the Department of Education at Moravian College, USA, and Chair of the Executive Committee of the Action Research Network of the Americas. He is the recipient of the National Council of Teachers of English Paul and Kate Farmer English Journal Writing Award, the James N. Moffett Award for Classroom Research, and Cornell University's Merrill Scholar Teaching Award.

Catherine D. Bruce is Associate Professor at Trent University, Canada. Her research involves collaborative action research with educators in classrooms to bridge research and practice gaps in education. She is passionate in her conviction that all learners are capable of success in mathematics. Her research areas include teacher and student efficacy and models of professional learning.

Margaret M. Riel is Director of the Center for Collaborative Action Research and a member of the Action Research Network of the Americas Executive Committee. Her goal is to help innovative global educators transform their practices to ones that are informed and guided by action research.

The Palgrave International Handbook of Action Research offers a vivid portrait of both theoretical perspectives and practical action research activity and related benefits around the globe, while attending to the cultural, political, social, historical and ecological contexts that localize, shape and characterize action research. Consisting of teachers, youth workers, counselors, nurses, community developers, artists, ecologists, farmers, settlement-dwellers, students, professors and intellectual-activists on every continent and at every edge of the globe, the movement sustained and inspired by this community was born of the efforts of intellectual-activists in the mid-twentieth century specifically: Orlando Fals Borda, Paulo Freire, Myles Horton, Kurt Lewin. Cross-national issues of networking, as well as the challenges, tensions, and issues associated with the transformative power of action research are explored from multiple perspectives providing unique contributions to ourunderstanding of what it means to do action research and to be an action researcher. This handbook sets a global action research agenda and map for readers to consider as they embark on new projects.

Autorentext

Lonnie L. Rowell is Associate Professor of Counseling in the School of Leadership and Education Sciences at the University of San Diego, USA. He is an Editor for Educational Action Research and was Founding Chair of the Action Research Network of the Americas.

Joseph M. Shosh is Professor and Chair of the Department of Education at Moravian College, USA, and Chair of the Executive Committee of the Action Research Network of the Americas. He is the recipient of the National Council of Teachers of English Paul and Kate Farmer English Journal Writing Award, the James N. Moffett Award for Classroom Research, and Cornell University's Merrill Scholar Teaching Award.

Catherine D. Bruce is Associate Professor at Trent University, Canada. Her research involves collaborative action research with educators in classrooms to bridge research and practice gaps in education. She is passionate in her conviction that all learners are capable of success in mathematics. Her research areas include teacher and student efficacy and models of professional learning.

Margaret M. Riel is Director of the Center for Collaborative Action Research and a member of the Action Research Network of the Americas Executive Committee. Her goal is to help innovative global educators transform their practices to ones that are informed and guided by action research.

Klappentext
The Palgrave International Handbook of Action Research offers a vivid portrait of both theoretical perspectives and practical action research activity and related benefits around the globe, while attending to the cultural, political, social, historical and ecological contexts that localize, shape and characterize action research. Consisting of teachers, youth workers, counselors, nurses, community developers, artists, ecologists, farmers, settlement-dwellers, students, professors and intellectual-activists on every continent and at every edge of the globe, the movement sustained and inspired by this community was born of the efforts of intellectual-activists in the mid-twentieth century specifically: Orlando Fals Borda, Paulo Freire, Myles Horton, Kurt Lewin. Cross-national issues of networking, as well as the challenges, tensions, and issues associated with the transformative power of action research are explored from multiple perspectives providing unique contributions to ourunderstanding of what it means to do action research and to be an action researcher. This handbook sets a global action research agenda and map for readers to consider as they embark on new projects.

Inhalt
Part I: Background and Contexts.- Introduction to Part I; Joseph M. Shosh.- 1. Critical Participatory Action Research; Robin McTaggart, Rhonda Nixon and Stephen Kemmis.- 2. Informal Action Research: The Nature and Contribution of Everyday Classroom Inquiry; Clive Beck.- 3. Emancipatory Action Research as a Critical Living Praxis: From Dominant Narrative to Counternarratives; Margaret Ledwith.- 4. Knowledge Democracy and Action Research: Pathways for the Twenty-First Century; Lonnie L. Rowell and Eunsook Hong.- 5. Defining Action Research: On Dialogic Spaces for Constructing Shared Meanings; Lonnie L. Rowell, Margaret Riel, and Elena Y. Polush.- Part II: A World of Action Research.- Introduction to Part II; Catherine D. Bruce and Lonnie L. Rowell.- 6. Action Research in the Canadian Context; Kurt W. Clausen.- 7. An Emergent History of Educational Action Research in the English Speaking World; Allan Feldman.- 8. Participation and theWork of the Imagination: A Colombian Retrospective; Joanne Rappaport.- 9. Action Research and Participatory Research in Brazil; Michel Thiollent and Maria Madalena Colette.- 10. Community Action Research in Ireland: Improving Educational Outcomes in the Dublin Docklands; Josephine Bleach.- 11. Creating a Pedagogy of Vocational Training for Young People not in Education, Employment or Training; Gil Mason and Joan Walton.- 12. The Experience of Lesson Study in the UK; Phil Wood, Alison Fox, Julie Norton, & Maarten Tas.- 13. A Snapshot of Action Research in and by Higher Education in Southe…