This paper follows the organisation of the successful proposal: 1) The research and action aims; 2) methodology, theoretical tools and methods; 3) results, outputs, program changes and events. The research aims are focused on the communication of meanings of relationally dynamic values in educational conversations in the generation of…

The last 20 years have seen a growing interest in researching pedagogy in Higher Education with action researchers playing a part in this growth. However, there are few studies that analyse the educational influences in learning of the action researcher in their own pedagogy in Higher Education. Hence the focus of this paper on enhancing…

Although action research has been widely recognized as an appropriate methodology for promoting the democratization of knowledge, it is not always conducted from an emancipatory and transformative paradigm. Using AR in a technical way, renders it no more than a researcher-driven, problem-solving heuristic that perpetuates the intellectual…

This paper focuses on making explicit the embodied knowledge of educators using a living theory methodology and inciting the social imagination to create educational research for the public good. Using evidence from international contexts, the meanings of the energy-flowing values that educators use to explain their educational influences in their…

Gives a critique of the taxonomy of action research presented by Wilf Carr. Locates this critique in a broader debate about dialectical and propositional logic and suggests a method of collaborative theory development that could enhance educational practices. (Author/AEM)

A new paradigm of educational research is presented that is grounded in the living educational theories that educational action researchers produce for their own professional learning. In this new paradigm there is no one theoretical framework. Each individual action researcher is creating his or her own living theory in the explanations for their…

Considers educational values and the constraints placed upon the realization of these values in the workplace. Discusses how the abuse of institutional power undermines the responsibilities accompanying academic freedom. (KO)

A previous keynote to the Act Reflect Revise Conference, focused on the significance of Creating Our Own Knowledge (Whitehead, 2000) for enhancing educators' professional knowledge-base. This 2005 keynote develops the theme of creating the author's and his colleagues' own knowledge in living theories of their productive lives in education. The…

Responds to Jean Rudduck's argument that teachers should research their own practice. Maintains the teaching profession needs an autonomous body to accredit teacher education and to regulate curriculum content and assessment procedures. Encourages development of an action research approach to professional development and upgrading quality of…

Some reflections on the future of educational research are offered as responses to questions derived from an article by Ian Stronach ("Research Intelligence," n61 p3 1997). The first is the question of what the future holds for the philosophy and methodology of educational inquiry. A response to this question must recognize the importance of the…

A new form of knowledge proposed for a teacher education curriculum is dialogical and grounded in an educational researcher's experience of existing as a living contradiction within the politics of truth of a university. It includes a systematic form of action-reflection cycle and depends for its generalizability on teacher researchers producing…

Explains how educators can create a living educational theory and improve their practice by reflecting on the improvement process. Reflection must focus on areas like acknowledging one's existence as a living contradiction, showing values in action, and determining which power relations influence the academic legitimacy of a living educational…

This conference presentation describes the characteristics of a living educational theory, explores its implications for self-study methodology, and offers a self-study from an educative relationship with a teacher educator. The theory has its basis in the following ideas: educators exist as living contradictions when their values are negated in…